Social Psychology Essay homework help Archives

Social Psychology Essay homework help

925 North Spurgeon Street, Santa Ana, CA 92701

www.calcoast.edu Phone: 714-547-9625 Fax: 714-547-5777

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PSY 228 Social Psychology

Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework.

The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course.

Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated.

As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include:

Lesson Review Exercises

Key Term Reviews

Analysis

Study Guide Review

Writing Assignments

Review Grading Rubric

Unit Examinations

Proctored Final Examination

Course Academic Online Discussions

Student/Instructor Interaction

Documents/Student Resources

As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some samples of this type of activity may include:

Pre-Test

Reading Assignments

Key Term Reviews

Studying for Examinations

Writing Assignments

Review Grading Rubric

Study Lesson Review Exercises

Internet/Web Research

Reading Websites

Suggested Outside Reading

Sample Worksheet for Tracking Your Academic Activities

Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask you the number of hours it took to complete the course. The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time (135 hours) are required for a 3 credit hour course.

This worksheet was developed as a tool to help track your time. You are not required to turn it in.

length of time to

complete

length of time to

complete

length of time to

complete

length of time to

complete Unit 1 Unit 2 Unit 3 Unit 4 Totals

Academic Engagement Activities Lesson Review Exercises Key Term Review Exercises Study Guide Review Documents/Student Resources Writing Assignments Review Grading Rubric Unit Examinations Proctored Final Examination Case Studies/Critical Analysis Course Academic Online Discussions Student/Instructor Interactions

Total Academic Engagement required for a 3 unit course = 45 hours

Academic Preparation Activities Pre-Test Reading Assignments Analyze Case Studies/Critical Analysis Key Term Review Exercises Study for Examinations Suggested Outside Readings Web Research Writing Assignments Review Grading Rubric Reading Websites Study Lesson Review Exercises

Total Academic Preparation required for a 3 unit course = 90 hours

Grand total of hours of various learning activities in completing this course

Pre-test Instructions

Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure your knowledge of the subject matter at the beginning of each course.

Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting place,” that will be used for improving course content and to meet accreditation requirements.

If you receive your course materials online: • Please log-in to your Coast Connection student portal to complete your pre-test.

If you receive your course materials by mail: • You will receive your answer sheets for the pre-test by mail. • Once you have completed your pre-test, please mail or fax your answer sheet to the University at:

California Coast University 925 N. Spurgeon Street Santa Ana, CA 92701 Fax: 714-547-1451

If you have any questions, please feel free to contact the Student Services Department. Thank you for your cooperation.

Pre-test

PSY 228 Social Psychology

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

Which early sociologist emphasized the role of society in the development of the self? 1.

George Herbert Meada. Karl Marxb. Georg Simmerc. Herbert Blumer d.

____________ is the study of the effects of society on social-psychological processes, also 2. known as sociological social psychology.

sociologya. microsociologyb. macrosociologyc. psychology d.

Which of the following is considered a major dimension of group processes? 3.

legitimacya. justiceb. powerc. All of the above. d.

Perspective within symbolic interactionism that focuses on the quantitative study of social 4. interaction processes because of the stable nature of social life.

Chicago Schoola. Indiana Schoolb. Iowa Schoolc. both b and c d.

The research technique called “autoethnograpy” is associated with which social psychological 5. perspective?

symbolic interactiona. social structure and personalityb. group processesc. structural functionalism d.

Participants of an experiment that are not exposed to the independent variable. 6.

control groupa. convenience sampleb. focus groupc. experimental groupd.

Pre-test

PSY 228 Social Psychology

The Wisconsin Model of Status Attainment is based on a study that began in ____________ 7. that was primarily led by ____________.

1957; Sewella. 1962; Nielsonb. 1965; Granovetterc. 1973; Kohn d.

According to research by Lucas and others, how can individuals with lower cultural status best 8. gain status in groups?

Give that person legitimate authority to lead the group.a. The person should focus on the success of the group, rather then her own interests.b. The person should provide a “kick back” to others in a group to get their leadership c. position. both a and b d.

Research in the 1960s showed a considerable overlap in ___________ and ___________ 9. occupations.

fathers’; sons’a. fathers’; daughters’b. mothers’; daughters’c. mothers’; sons’ d.

How did Joanne Nagel explain the increase in the number of people identifying themselves as 10. “American Indian” when the birth rates stayed the same?

Legal changes made scholarships more available to American Indians.a. The development of the “Red Power” movement shifted negative stereotypes of Indians.b. Urbanization made it easier for people to find and interact with other people that had c. some American-Indian heritage. All of the above. d.

The use of narratives and personal-stories is important to the process of _____________. 11.

symbolic interaction processa. identity control theoryb. mpression managementc. All of the above. d.

Pre-test

PSY 228 Social Psychology

Socialization is a process that _____________. 12.

begins at around two years of agea. lasts until the young twentiesb. begins at birth and continues through the life cyclec. both a and b d.

Sampson and Laub’s research on the impact of World War II (WWII) on men’s lives generally 13. showed that _____________.

WWII served as a turning point for all American soldiersa. IQ was the biggest factor in finding work after the warb. WWII only had an impact on soldiers if they served overseasc. most of the positive effects of war on the lives of soldiers came through their experience d. overseas, in-service training and access to programs like the GI Bill

Ausdale and Feagin’s research on children learning racism is important because 14. _______________.

it shows how children use race as a way to differentiate between peersa. it shows that children apply adult biases and racism in their day-to-day interactionsb. it shows that children use their own race as a way to gain acceptance by teachersc. both a and b d.

Most college students represent which type of person in Merton’s typology of deviance? 15.

conformistsa. innovatorsb. ritualistsc. retreatists d.

Component of social control theory referring to emotional bonds with other people in society. 16.

commitmenta. attachmentb. involvementc. None of the above. d.

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Manuel’s job loss really did not bother him because he did not like his boss. However, he 17. really started getting anxious when he stopped getting his paycheck. In this example, the effect of job loss on anxiety is ______________ by loss of income.

distresseda. moderatedb. mediatedc. constrained d.

Exposure to poor community conditions such as crime, poor living conditions and lack of 18. services.

malaisea. intransigenceb. ambient hazardsc. chronic strain d.

Nathan started attending KKK meetings when he saw some of his African-American neighbors 19. getting better jobs than him. Which of the following theories best explains Nathan’s negative attitude toward African Americans?

social distance theorya. symbolic interactionb. Blumer’s theory of group positionc. status construction theory d.

Theory that prejudicial attitudes reflect a group’s position in society. 20.

status construction theorya. theory of group positionb. modified labeling theoryc. colonization theory d.

A positive or negative evaluation of an object, a person or group or an idea. 21.

attitudea. prejudiceb. opinionc. belief d.

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Following Smelser’s value-added theory, why wouldn’t we expect a poor, third-world nation, 22. based on a barter economy, to develop mass hysteria over stock market problems like the U.S. did in the 1920s?

lack of structural conducivenessa. lack of structural strainb. lack of generalized beliefc. action of social control d.

Expectations about when and how to act excited or angry or any other emotion. 23.

emotional cuesa. emotional scriptsb. emotional energiesc. situational cues d.

When large numbers of people become obsessed with something like the purchase of a 24. product or an activity.

maniaa. crazeb. hysteriac. panic d.

A key ingredient of contagious mental unity, referring to situations in which people lose their 25. inhibitions to act and the tempo of their behavior increases.

intensity of behaviora. panicb. irrational behaviorc. hostile outburstsd.

925 North Spurgeon Street, Santa Ana, CA 92701

Text:

Author(s):

Publisher:

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www.calcoast.edu

Phone: 714-547-9625 Fax: 714-547-5777

Social Psychology: Sociological Perspectives

Second Edition, 2011

ISBN-13: 9780205661060

David E. Rohall, Melissa A. Milkie and Jeffrey W. Lucas

Pearson

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Message From the President

PSY 228 Social Psychology

Welcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning.

Our faculty and administration have been involved in distance learning for over forty years and understand the characteristics common to successful students in this unique educational environment.

This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience.

Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program.

Sincerely,

Thomas M. Neal President

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission from the publisher, except for the inclusion of brief quotation in review. Copyright © 2014 by California Coast University

Syllabus

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Course Number PSY 228

Course Title Social Psychology

Course Description This course offers students an in-depth look at how people come to understand themselves and others in a social context, with considerable emphasis on sociology’s role in social psychology. Students will be given detailed examples of current research studies relating to each of the topics covered in this course such as stratification, deviance and mental health and illness. Each chapter of the text covered in this course will also introduce students to key sociological social psychologists whose research has made a significant contribution to the field.

Units of Credit 3 Units of Credit

Course Objectives Upon successful completion of this course, students will be able to:

• Characterize three major perspectives in sociological social psychology.

• Differentiate between qualitative and quantitative research methods.

• Determine how group processes affect identity.

• Recognize important agents of socialization.

• Identify physiological, social and behavioral components of emotions.

Learning Resources Textbook: Social Psychology: Sociological Perspectives 2nd edition, 2011 David E. Rohall, Melissa A. Milkie, and Jeffrey W. Lucas Pearson

ISBN-13: 9780205661060

All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source.

Although this study guide is developed by California Coast University, it may contain materials provided by the publisher of the textbook.

The Study Guide

The study guide was designed to help you further understand the material in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook.

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Additional Readings and Online Resources

To help you further understand this subject material, additional readings and/or online resources related to this course are listed in this syllabus.

The Library Information and Resources Network, Inc. (LIRN)

Students are provided access to the Library and Information Resources Network, Inc. (LIRN). LIRN provides a centralized management of electronic information resources that allow students to access multiple research databases through one portal. Detailed information on the Library and Information Resources Network, Inc. is available on the California Coast University website under the Resources Tab. For additional information on using the network, LIRN provides a User Guide to help students search for the needed information. This helpful resource is available on the LIRN website. For information on accessing LIRN, please contact California Coast University – library@calcoast.edu or (714) 547-9625.

Supplementary Materials

Unit Examination Answer Sheets* Final Examination Scheduling Form

*Master of Education and Doctor of Education students will not receive unit exam answer sheets. These programs require written responses only.

Your Course Grade

Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points:

Four Unit Examinations

100 points each 400 points total 80% of your grade

Final Examination

100 points 100 points total 20% of your grade

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Mastering the Course Content

In order to successfully complete this course, we recommend that you do the following before beginning:

• Be sure that you have the correct edition of the course textbook. Check the ISBN number of your textbook with the ISBN number listed on the cover page of this study guide.

• Review the table of contents at the end of this syllabus. You will only be responsible for the chapters in the textbook that are listed in the table of contents.

Each study guide contains several components selected and developed by the faculty to help you master the content of the course. Each chapter in the study guide corresponds to a chapter in the textbook. Study guides vary depending on the course, but most will include:

Learning Objectives Overviews Self Tests Summaries Key Terms Critical Analysis Questions (graduate and doctoral students only)

The most efficient way to complete this course is to read the materials in both the study guide and textbook in the sequence in which it appears, generally from beginning to end.

Read the Overviews and Summaries

Before reading a chapter of your textbook, review the corresponding learning objectives, overview, key terms and summary sections in the study guide. These were prepared to give you an overview of the content to be learned.

Review the Self Test

After you have reviewed the study guide summaries, look at the items on the self test. As you identify your areas of relative strength and weakness, you will become more aware of the material you will need to learn in greater depth.

Review the Critical Analysis and/or Case Study Questions (Graduate and Doctoral Students Only) The critical analysis questions are designed to help you gain a deeper understanding and appreciation for the course subject matter. This section will encourage you to give additional thought to the topics discussed in the chapter by presenting vignettes or cases with real world relevance.

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Read and Review the Chapter

Once you have the scope and organization of the chapter in mind, turn to the corresponding chapter in the textbook and read the material carefully. Keep the learning objectives, self test, critical analysis questions and/or case study questions in mind as you read.

Highlight important concepts and information in your study guide and write notes in the study guide as you read the textbook. These notes will help you study for the unit and final examinations.

Check Your Mastery of Each Chapter

When you feel that you have mastered the concepts presented in the chapter, complete the study guide self test and critical analysis questions and/or case study questions without referring to the textbook or your notes. Correct your responses using the answer key and solutions guide provided in the study guide. Your results will help you identify any areas you need to review.

Unit Examinations

Each course contains four unit examinations and a final examination. Unit examinations usually consist of 25 objective (multiple choice or true/false) test questions. For Master of Education and Doctor of Education students, unit examinations consist of writing assignments only.

Unit examinations may be found approximately every four to six chapters throughout your study guide. Unit examinations are open-book, do not require a proctor and are not timed. This will allow you to proceed at your own pace.

It is recommended that you check your answers against the material in your textbook for accuracy.

Writing Assignments

Each unit examination includes a written component. This assignment may be in the form of written questions or case study problems. The writing assignment affords the student an opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/her knowledge. The writing assignment materials are found immediately following each unit examination.

Writing assignments are judged on the quality of the response in regard to the question. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

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• Undergraduate courses: 350 – 500 words or 1 – 2 pages.

• Graduate courses: 500 – 750 words or 2 – 3 pages.

• Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Plagiarism consists of taking and using the ideas, writings or inventions of another, without giving credit to that person and presenting it as one’s own. This is an offense that the university takes very seriously. An example of a correctly prepared written response may be found by visiting the Coast Connection student portal.

Citation Styles

The majority of your response should be your own original writing based on what you have learned from the textbook. However, students may also use outside materials if applicable. Be sure to provide a reference (or citation) for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper references for your work:

• References are listed in two places.

• The first reference is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment.

• The second reference is at the end of your work in the list of references section.

• All references cited should provide enough identifying information so that the reader can access the original material.

For more detailed information on the proper use of citations, please refer to the CCU Student Handbook located on the Coast Connection student portal.

Submitting Your Unit Examinations and Writing Assignments via the Internet

Students may access the online testing features via the Coast Connection student portal. Multiple choice unit examinations may be completed and submitted online.

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Go to the California Coast University homepage at www.calcoast.edu and click on the student login icon at the upper right hand corner. After logging into your account, click on My Academic Plan and select the course you are working on to complete the unit examination. Remember to keep a copy of your answers for your own personal records.

Writing assignments may be submitted online as well. After logging into the student portal, click on My Academic Plan and select the course you are working on to complete the writing assignment. Here, you will find further information and instructions on how to submit writing assignments through the student portal. Remember to keep a copy of your writing assignments for your own personal records.

Alternatively, if you experience diffulty submitting your writing assignments through the student portal, then you may email your assignments as a Word document attachment to essays@calcoast.edu. When doing so, please adhere to the following guidelines:

• Always submit your name, student number, course number, course title and unit number with your writing assignment.

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• All responses must be typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size for ease of reading and grading.

Submitting Your Unit Examinations by Mail

Send your completed unit examination along with any writing assignments to the following mailing address:

California Coast University Testing Department 925 N. Spurgeon Street Santa Ana, CA 92701

Requests to retake a unit examination will only be honored if the final exam has NOT been sent.

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Students may retake one unit examination per course, free of charge. The cost for each additional, repeated exam will be $90. Payment must be paid in full to the accounting department prior to repeating unit exams.

Please contact Student Services for a repeat unit examination form. You may resubmit your unit examination once the original grade has been cleared from your online degree plan.

Final Examination

Scheduling a Final Examination

Final examination requests can be submitted via U.S. mail, online through the Coast Connection student portal, or by calling the Testing Department at (714) 547-9625.

A final exam scheduling form is located on the last page of this study guide. Please fill out ALL required fields and mail it to the university.

If you would like to request a final exam online, log into the Coast Connection student portal and click on My Academic Plan. Select the course you are working on and submit the Final Exam Request form located at the bottom of the page. ALL INFORMATION MUST BE FILLED IN.

Submitting Your Final Examination

Final Examinations can be submitted by mail, fax or online through the Coast Connection student portal.

After you have completed your exam, you or your proctor can fax it to the Grading Department at (714) 547-1451 or mail it to the university. When faxing exams, please do not resize your fax.

For online submissions, once you have logged into the student portal, click on My Academic Plan and select the course you are working on to complete the final examination. You must input the unique password that was sent to your proctor in order to unlock your final examination questions. Remember to keep a copy of your answers for your own personal records.

Proctors

The university requires that all final examinations be completed under the supervision of a proctor.

A proctor can be anyone EXCEPT an immediate family member, someone who resides with you or a current/former CCU student.

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The purpose of the proctored final examination is to verify that you are, in fact, the person who is enrolled in the course of study. It is also to verify that you are completing the final examination without the aid of any outside assistance.

During the proctored final examination, you may use your textbook and any notes you have taken during the completion of your unit examinations. Your designated proctor will verify your identity and that you have completed the final examination without any outside assistance.

Your Overall Grade Point Average (G.P.A.)

In addition to receiving a passing grade for each course, all students must maintain a required overall G.P.A. in order to graduate. Undergraduate students need an overall G.P.A. of 2.0 (C) on a 4.0 scale. Graduate and doctoral students need an overall G.P.A. of 3.0 (B) on a 4.0 scale.

A = 4 grade points B = 3 grade points C = 2 grade points D = 1 grade point F = 0 grade points

Students who do not meet the overall G.P.A. requirement by the end of their program must pay the current cost of tuition to repeat courses until they improve their overall G.P.A.

Overall course grades of “F” will be displayed on your degree plan and count as 0 units completed. You must pay to retake these courses.

Doctoral students must repeat any courses in which the overall course grade is a “D” or “F”.

Be sure to keep a copy of all work you submit to the university.

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If you have any questions about how to proceed through the course or regarding any California Coast University policies and procedures, the easiest way to get help is to send us a message through the student portal, via email, or phone the university.

University office hours are Monday through Friday from 8:30 a.m. to 4:00 p.m., Pacific Standard Time.

California Coast University

925 N. Spurgeon Street, Santa Ana, California 92701 Phone: (714) 547-9625 Fax: (714) 547-5777 Test Answer Sheet Fax Line: (714) 547-1451

Email: testing@calcoast.edu

Don’t forget: You are not alone! We are here to help you achieve your dream!

PS Y

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Learning Objectives

The learning objectives for this course are listed below:

Chapter 1: Introduction to Sociological Social Psychology

1. Define social psychology. 2. Differentiate between macrosociology and microsociology. 3. Compare and contrast sociologists and psychologists’ approach to social psychology. 4. Identify the three major perspectives in sociological social psychology.

Chapter 2: Perspectives in Sociological Social Psychology

1. Distinguish the major principles of the symbolic interaction perspective. 2. Define what it means to “construct” the world around us. 3. Characterize the social structure and personality perspective. 4. Identify key elements of the group processes perspective. 5. Consider elements of group structure.

Chapter 3: Studying People

1. Become acquainted with the vocabulary of social science research. 2. Differentiate qualitative sociology from quantitative sociology. 3. Determine major forms of qualitative and quantitative research. 4. Assess how social scientists begin to develop a research project.

Chapter 4: The Social Psychology of Stratification

1. Interpret how people construct inequality in society. 2. Determine how structure is linked to interactions. 3. Evaluate how stratification develops in group interaction. 4. Judge how inequalities from society-at-large get reproduced in groups.

Chapter 5: Self and Identity

1. Identify the components of the self. 2. Determine interactionist theories of the self and identity. 3. Characterize three dimensions of the self-concept. 4. Analyze what we know from research on the self-concept. 5. Interpret how group processes affect identity.

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Chapter 6: Socialization Over the Life Course

1. Critique how society influences the social construction of the self. 2. Chart the stages involved in developing the self. 3. Name the four elements of life-course sociology. 4. Consider agents of socialization and how they affect our lives. 5. Assess how group processes researchers study socialization.

Chapter 7: The Social Psychology of Deviance

1. Analyze how we define what is normal and what is deviant. 2. Determine how the construction of deviant labels contribute to the development of deviant lifestyles. 3. Judge how structural conditions influence individuals’ decisions to commit deviant acts. 4. Consider how group relationships influence the development of deviance and perceptions of deviance.

Chapter 8: Mental Health and Illness

1. Determine what it means to be mentally healthy. 2. Interpret how the definition of mental illness is constructed. 3. List the structural conditions in society that contribute to distress. 4. Identify resources that can buffer stress. 5. Assess how mental health can influence our sense of identity and interactions with others.

Chapter 9: Attitudes, Values and Behaviors

1. Identify the nature of an attitude. 2. Evaluate how researchers study attitudes and behaviors. 3. Describe how people construct attitudes. 4. Analyze how attitudes toward other people form in group contexts.

Chapter 10: The Sociology of Sentiment and Emotion

1. Distinguish the components of emotions. 2. Determine how people learn emotions. 3. Consider how identity relates to emotions. 4. Evaluate how our statuses in society affect our uses of emotions. 5. Interpret the norms that govern the use of emotions in different social settings. 6. Predict how group settings affect emotions.

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Chapter 11: Collective Behavior

1. Analyze how crowds contribute to the development of mass hysteria. 2. Identify theories that explain individuals’ behavior in large groups. 3. Decide whether structural conditions affect crowd behaviors. 4. Chart the phases of collective behavior found in large social movements. 5. Evaluate how group and individual motivations interact in social movements.

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Best, Joel. 2006. Flavor of the Month: Why Smart People Fall for Fads. Berkeley, CA: University of California Press.

Clarke, Lee. 2006. Worst Cases: Terror and Catastrophe in the Popular Imagination. Chicago: University of Chicago Press.

Gergen, Kenneth J. 2000. The Saturated Self: Dilemmas of Identity in Contemporary Life. New York: Basic Books.

Hertz, Rosanna. 2006. Single by Chance, Mothers by Choice: How Women are Choosing Parenthood without Marriage and Creating the New American Family. New York: Oxford University Press.

Horowitz, Allan V. 2002. Creating Mental Illness. Chicago: University of Chicago Press. Lareau, Annette. 2003. Unequal Childhoods: Class, Race and Family Life. Berkeley, CA: University of California Press.

Miller, David L. 2000. Introduction to Collective Behavior and Collective Action. Prospect Heights, IL: Waveland.

Polletta, Francesca. 2006. It was Like a Fever: Storytelling in Protest and Politics. Chicago, IL: University of Chicago Press.

Ream, Robert Ketner. 2005. Uprooting Children: Mobility, Social Capital and Mexican American Underachievement. New York: LFB Scholarly Publishing.

Scheff, Thomas J. 1990. Microsociology: Discourse, Emotion and Social Structure. Chicago: University of Chicago Press.

Swidler, Ann. 2001. Talk of Love: How Culture Matters. Chicago: University of Chicago Press.

Turner,Ralph H. and Lewis M. Killian. 1972. Collective Behavior. Englewood Cliffs, NJ: Prentice Hall.

Zelizer, Viviana. 2005. The Purchase of Intimacy. Princeton, NJ: Princeton University Press.

Suggested Readings

Table of Contents

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Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii-xx

Unit One Chapter 1: Introduction to Sociological Social Psychology . . . . . . . . . . . . 1

Chapter 2: Perspectives in Sociological Social Psychology . . . . . . . . . . . . 10

Chapter 3: Studying People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Unit 1 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Unit 1 Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Unit 1 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Unit Two

Chapter 4: The Social Psychology of Stratification . . . . . . . . . . . . . . . . . 36

Chapter 5: Self and Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Chapter 6: Socialization Over the Life Course . . . . . . . . . . . . . . . . . . . . 54

Unit 2 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Unit 2 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Unit 2 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Unit Three

Chapter 7: The Social Psychology of Deviance . . . . . . . . . . . . . . . . . . . . 71

Chapter 8: Mental Health and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Chapter 9: Attitudes, Values and Behaviors . . . . . . . . . . . . . . . . . . . . . . 89

Unit 3 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Unit 3 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Unit 3 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Unit Four Chapter 10: The Sociology of Sentiment and Emotion . . . . . . . . . . . . . . 106

Chapter 11: Collective Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Unit 4 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Unit 4 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

Final Exam Scheduling Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter One Introduction to Sociological Social Psychology

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Define social psychology.

2. Differentiate between macrosociology and microsociology.

3. Compare and contrast sociologists and psychologists’ approach to social psychology.

4. Identify the three major perspectives in sociological social psychology.

• Read pages 1-24 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

This chapter is designed to give students an understanding of how sociologists study social psychology and its role in the larger field of sociology. Students will gain an understanding of the distinction between psychology and sociology and be able to explain the major sociological social psychology perspectives.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Breaching experiments:

Culture:

Ethnomethodology:

Macrosociology:

Organizations:

Psychology:

Roles:

Social norms:

Social psychology:

Sociological imagination:

Symbolic interactionism:

Summary

PSY 228 Social Psychology

Sociology is the study of society. Sociologists look at society from both the macro and the micro level of analysis. Both psychological and sociological social psychologists study the social contexts of human thoughts, feelings and behaviors. Sociologists, however, also apply the perspectives and methods of the field of sociology to the study of social psychology.

Sociology was first defined in 1838 by French social philosopher, August Comte, who applied the principles of the scientific method to society. Some of the founders of sociological social psychology include George Herbert Mead, W.E.B. Dubois, William Thomas, Charles Horton Cooley and George Simmel. Three major perspectives in sociological social psychology include symbolic interactionism, social structure and personality and group processes.

Sociologists use a tool kit consisting of methods and concepts for studying the role of society in social psychological processes. Their tools include such concepts as statuses, roles, norms and values, culture and social institutions—which they apply to the study of human thoughts—feelings and behavior.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. How can macrosociological perspectives be used to study individual, micro-level interactions?

a. Macrosociological conditions may cause some individual-level conditions to exist in the first place. b. Differences in our macrosociological conditions may change the way we react to life events. c. Life events that affect us the most are often caused by societal conditions. d. All of the above.

2. Janna wanted to study the effects of population size on individuals’ decision to commit suicide. Which social psychological perspective is she most likely to use?

a. psychology b. sociology c. sociological social psychology d. psychological social psychology

3. Which macrosociological perspective views society as social systems composed of parts that serve to keep the system working properly?

a. conflict perspective b. symbolic interactionism c. behavioralism d. structural functionalism

4. Joe started noticing that kids from the upper classes tend to get accepted at better colleges than the kids from the middle and lower classes. His analysis probably comes from which macrosociological perspective?

a. conflict perspective b. symbolic interactionism c. behavioralism d. structural functionalism

Self Test

PSY 228 Social Psychology

5. Sociological social psychology is different from psychological social psychology because:

a. it focuses on the effects of societal conditions on individuals’ thoughts, feelings and behavior. b. it incorporates sociological perspectives and theories to explain individuals’ thoughts, feelings and behavior. c. it is a subfield of sociology, not psychology. d. All of the above.

6. Social psychology is the systematic study of individual thoughts, feelings and behavior in a social context. Which of the following social contexts are more likely to be studied by sociologists than psychologists?

a. small groups b. family interactions c. ethnic groups d. friendship groups

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Breaching experiments: Experiments that violate the established social order to assess how people construct social reality.

Culture: A society’s set of unique patterns of behavior and beliefs.

Ethnomethodology: A method of studying society through observation of people’s typical day-to-day interactions.

Macrosociology: The study of large-scale social processes.

Organizations: Groups that share a common purpose and contain a formal set of rules and authority structure.

Psychology: The study of human thought processes and behaviors.

Roles: A set of expectations about how to behave in a group.

Social norms: The rules that regulate our behavior in relationships.

Social psychology: The systematic study of people’s thoughts, feelings and behavior in social contexts.

Sociological imagination: The ability to see personal lives in the context of the larger society— its history, culture and social structure.

Symbolic interactionism: A perspective within sociological social psychology that emphasizes the study of how people negotiate the meaning of social life during their interactions with other people.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. d

2. c

3. d

4. a

5. d

6. c

Notes

PSY 228 Social Psychology

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Two Perspectives in Sociological Social Psychology

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Distinguish the major principles of the symbolic interaction perspective.

2. Define what it means to “construct” the world around us.

3. Characterize the social structure and personality perspective.

4. Identify key elements of the group processes perspective.

5. Consider elements of group structure.

• Read pages 25-53 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

This chapter provides an extensive review of three major perspectives in sociological social psychology. Students will learn about the history, theoretical and empirical importance of the three perspectives. The chapter begins with an overview of the history and tenets of symbolic interactionism. This is followed by a review of the two major schools of symbolic interactionism.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Agency:

Collective behavior:

Components principle:

Frame analysis:

Legitimacy:

Proximity principle:

Psychology principle:

Reference groups:

Social scripts:

Thomas theorem:

Summary

PSY 228 Social Psychology

There are three broad perspectives in sociological social psychology: symbolic interactionism, social structure and personality and group processes.

Symbolic interactionism is the study of how people negotiate meaning during their interactions with others. Within this approach, two schools of symbolic interactionism exists: the Chicago school and the Iowa and Indiana schools.

The social structure and personality perspective emphasizes how social structure affects individuals within a society. Structural forces include status, roles and social networks.

The group processes perspective focuses on interactions that occur within groups, characteristics of groups and relationships among groups. Processes studied by those in the group processes perspective include power, status, justice and legitimacy.

A group’s behavior is influenced by structural conditions including its size and its function. Group research may focus on structure or on other aspects of group processes, such as the relationship between groups and the behavior of larger groups of people called collective behavior.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. Which social theorists are most associated with the concept of the social construction of reality?

a. Marx and Engels b. Thomas and Thomas c. Berger and Luckmann d. Blumer and Mead

2. A local fraternity developed a special hand signal whenever they see each other on the university quad. In symbolic interactionist terms, this signal has become a ______________ for this group.

a. meaningful exchange b. important source of pride c. language d. symbol

3. Terence started to believe that a friend at work is really a spy from another company, leading him to avoid interactions with that person as much as possible. Ultimately, he treats all interactions with her as suspect, making him reluctant to share any work-related information with her. Which of the following best explains Terence’s behavior?

a. components principle of the social structure and personality perspective b. the Thomas theorem c. the peter principle d. the group processes concept of legitimacy

4. Who coined the expression “symbolic interaction”?

a. Emile Durkheim b. Herbert Blumer c. August Comte d. George Herbert Mead

5. Professor Swanson is studying the meaning of “goodness” using a survey of public attitudes toward the topic. Which school of symbolic interaction is she most likely using in her research?

a. the Chicago school b. the Indiana/Iowa school c. the Swanson school d. the sociological social psychology school

Self Test

PSY 228 Social Psychology

6. Socioeconomic status (social class), race or ethnicity, gender, age and sexuality all relate to which principle of the social structure and personality perspective?

a. components principle b. proximity principle c. psychology principle d. peter principle

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Agency: The ability to act and think independent of the constraints imposed by social conditions.

Collective behavior: The action or behavior of people in groups or crowds.

Components principle: Within the social structure and personality perspective, the ability to identify the elements or components of society most likely to affect a given attitude or behavior.

Frame analysis: The process by which individuals transform the meaning of a situation using basic cognitive structures provided by society.

Legitimacy: The perception that a social arrangement or position is the way that things should be.

Proximity principle: Element of the social structure and personality perspective referring to how people are affected by social structure through their immediate social environments.

Psychology principle: Element of the social structure and personality perspective referring to how individuals internalize proximal experiences.

Reference groups: People we look to as a source of standards and identity.

Social scripts: The appropriate thoughts, feelings and behaviors that should be displayed in a particular social frame.

Thomas theorem: Theorem stating that when people define situations as real, the consequences of those situations become real.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. c

2. d

3. b

4. b

5. b

6. a

Notes

PSY 228 Social Psychology

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Three Studying People

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Become acquainted with the vocabulary of social science research.

2. Differentiate qualitative sociology from quantitative sociology.

3. Determine major forms of qualitative and quantitative research.

4. Assess how social scientists begin to develop a research project.

• Read pages 54-82 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

The goal of this chapter is to provide an overview of the techniques sociological social psychologists use to study people, emphasizing theoretical differences on the appropriate means of obtaining social-psychological data.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Categorical variables:

Ethnography:

Focus groups:

Indices:

Interval variables:

Ordinal variables:

Population:

Qualitative research methods:

Reliability:

Snowball sample:

Validity:

Summary

PSY 228 Social Psychology

Several concepts apply to almost any research project. Researchers regularly use terms such as theory, research questions or hypotheses and variables to describe ways of studying people.

Researchers employ qualitative and quantitative techniques to study human subjects. Qualitative research methods include field research and in-depth interviews. Quantitative methods include survey research and experiments.

The steps in developing most research projects include assessing the theory and literature of the research topic, developing research questions or specific hypotheses, choosing the appropriate research methods, conducting data analysis and reporting the results.

Although there is no rule about whether a particular theory should or should not use quantitative or qualitative methods to study people, symbolic interactionists have traditionally relied more on qualitative methods. Many researchers try to employ multiple methods of studying a particular phenomenon.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. How are social theories and hypotheses related to one another?

a. Theories include general statements about social relationships while hypotheses are more specific statements about how variables will relate to one another. b. Theories are an extension of hypotheses. c. Theories are used to develop hypotheses. d. both a and c

2. Samantha started a research project predicting that men would be more supportive of using military forces to go to war than women. In this case, attitudes toward going to war is what kind of variable?

a. index b. scale c. independent variable d. dependent variable

3. In preparing for a survey of country club members, Donella asked the manager of the club for a list of members. This list refers to a _______________.

a. random sample b. probability sample c. sample list d. sampling frame

4. Which of the following types of samples is considered most representative of any given population?

a. random sample b. convenience sample c. snowball sample d. both b and c

5. An instructor asks you to develop a study of the homeless that will provide a great deal of depth into what it is like to be homeless. Given this mandate, which of the following methods would most likely give the information you need for such a project?

a. ethnography b. focus group c. survey d. experiment

Self Test

PSY 228 Social Psychology

6. A sample in which any available person is included in the study is known as a ____________ sample.

a. true b. convenience c. odd d. real time

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Categorical variables: Measures for which the possible responses have no particular order.

Ethnography: A form of field research that includes a descriptive analysis of a group or organization.

Focus groups: Semistructured interviews with small groups of people.

Indices: A series of related questions designed to measure a concept such as mastery.

Interval variables: A type of variable in which the difference between any two adjacent values is the same.

Ordinal variables: Variables for which response categories are ordered but the distances between adjacent categories are not necessarily equal.

Population: The larger group of people about whom a researcher seeks to draw conclusions.

Qualitative research methods: In-depth, semi-structured modes of observation or interviewing of subjects.

Reliability: When a study yields the same results using the same techniques and data.

Snowball sample: Samples in which informants provide contact information about other people who share some of the characteristics necessary for a study.

Validity: How valid or accurate the findings of the study are.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. d

2. a

3. d

4. a

5. a

6. b

Notes

PSY 228 Social Psychology

Unit 1 Examination Instructions

The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit One Examination

Before beginning your examination, we recommend that you thoroughly review the textbook chapters and other materials covered in each unit and follow the suggestions in the mastering the course content section of the syllabus.

This unit examination consists of objective test questions as well as a comprehensive writing assignment selected to reflect the learning objectives identified in each chapter covered so far in your textbook.

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

PSY 228 Social Psychology

Unit 1 Examination

PSY 228 Social Psychology

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Which early sociologists emphasized the role of society in the development of the self?

a. George Herbert Mead b. Karl Marx c. Georg Simmer d. Herbert Blumer

2. Which sociological social psychology perspective emphasizes the role of meaning and the social construction of meaning in the study of social psychology?

a. symbolic interaction b. social structure and personality c. group processes d. structural functionalism

3. Which sociological social psychology perspective is likely to emphasize the importance of roles and statuses in the study of social psychology?

a. symbolic interaction b. social structure and personality c. group processes d. structural functionalism

4. Which sociological social psychology perspective is likely to emphasize the importance of interactions within groups?

a. symbolic interaction b. social structure and personality c. group processes d. structural functionalism

5. The sociological imagination is associated with which social theorists?

a. Emile Durkheim b. Max Weber c. C. Wright Mills d. Auguste Comte

Unit 1 Examination

PSY 228 Social Psychology

6. The expectation to look someone in the eye when talking with them refers to a _______________.

a. norm b. role c. value d. belief

7. Derek’s job as a supervisor refers to his relative _______________ in the company while the expectations for how to behave on the job refers to his ________________.

a. role; status b. job; role c. status; role d. status; job

8. Which institution regulates sexual relations and child-rearing in society?

a. economy and work b. politics c. family d. religion

9. Which institution refers to the rituals and beliefs regarding sacred things?

a. economy and work b. politics c. family d. religion

10. Franklin did not think much about how the economy or society affects his life until he lost his job. Franklin’s internal processesing of his job loss best represents which principle from the social structure and personality perspective?

a. components principle b. psychology principle c. propinquity principle d. proximity principle

Unit 1 Examination

PSY 228 Social Psychology

11. After Donna cheated on her most recent exam, she starts to feel a sense of guilt, making her reconsider whether she wants to do it again. Donna’s feelings of guilt can be considered a ______________, according to the social structure and personality perspective, leading her to rethink her future behaviors.

a. social more b. social norm c. social force d. social fear

12. Which of the following is considered a major dimension of group processes?

a. power b. justice c. legitimacy d. All of the above.

13. Janelle wants to study how and why some people are able to tell other people what to do while others can not. What aspect of group processes is she studying?

a. power b. status c. justice d. legitimacy

14. What social psychologist is most associated with the concepts of dyads and triads?

a. Emile Durkheim b. August Comte c. Herbert Blumer d. Georg Simmel

15. The difference between dyads and triads is important because:

a. moving from a dyad to a triad exponentially increases the number of relationships available in an interaction. b. moving from a dyad to a triad exponentially decreases the amount of intimacy possible in a group. c. moving from a dyad to a triad exponentially decreases the number of relationships available in an interaction. d. both a and b

Unit 1 Examination

PSY 228 Social Psychology

16. A group of friends getting together for dinner represents a ______________ group while a group of people at your work represents a _____________ group.

a. reference; primary b. primary; reference c. primary; secondary d. secondary; reference

17. Bob goes to the beach on a hot summer day and is surprised when he observes a group of people dressed in formal wear sitting in beach chairs amongst sunbathers. Bob was surprised because the ______________ did not meet his expectations for that situation.

a. situation b. social scripts c. frame d. All of the above.

18. ____________ require the researcher to weigh individual items differently.

a. Indices b. Scales c. both a and b d. None of the above.

19. Which of the following methods is MOST likely to show causation?

a. ethnography b. focus group c. survey d. experiment

20. An instructor developed a study to determine ways of producing more participation in his classes. In one class she provided free donuts everyday of class while in another she gave them nothing. She had her assistant takes notes on the number of comments and questions students made in each class. Which of these classes represent the control group?

a. the class not given the donuts b. the class given the donuts c. other classes that are not part of the experiment d. both classes would be considered the control group

Unit 1 Examination

PSY 228 Social Psychology

21. ____________ developed the field of operant conditioning; much of his work relied on experiments using rats and pigeons.

a. Carl Jung b. B.F. Skinner c. Sigmund Freud d. Joseph Berger

22. At what step in the research process does the researcher employ the library and other resources and conduct a literature review?

a. step 1 b. step 2 c. step 3 d. step 4

23. At what step in the research process does the researcher actually go out and collect data?

a. step 1 b. step 2 c. step 3 d. step 4

24. Research conducted by interviews, participant observations and ethnographies is referred to as what kind of research?

a. quantitative b. qualitative c. breeching d. experimental

25. Social scientists must always be concerned with _______________ and _______________ to accurately capture the phenomena in question.

a. truth and reliability b. reliability and validity c. truth and validity d. probability and validity

Unit 1 Examination

PSY 228 Social Psychology

Writing Assignment for Unit One

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges:

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

Please answer ONE of the following:

1. Think about the concept of poverty. How would a macro-level sociologist study this concept differently than a micro-level sociologist?

2. Discuss how symbolic interactionists define the concept of society. What role do symbols and language play in the development of society?

3. Discuss the ways that group structures can impact interaction in groups. Specifically, examine how group size (i.e., dyads and triads) and types of groups (e.g., primary groups) impact interactions between people.

You Can Do It

PSY 228 Social Psychology

You have just completed Unit 1 of this course.

You are off to a great start!

Keep up the good work!

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Four The Social Psychology of Stratification

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Interpret how people construct inequality in society.

2. Determine how structure is linked to interactions.

3. Evaluate how stratification develops in group interaction.

4. Judge how inequalities from society-at-large get reproduced in groups.

• Read pages 84-120 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

One of the major ways that sociological social psychology is different from its counterpart in psychology is its greater emphasis on the role of stratification in social psychological processes. There are several ways in which stratification affects our lives and relationships. Symbolic interactionists sometimes address how we create and maintain definitions of different classes of people. Social structure and personality scholars emphasize how structural conditions, often related to work, education, or family settings affect people. Those in the group processes perspective examine how stratification systems from the larger society become reproduced in groups. We will use each of these perspectives to examine how stratification processes occur in our day-to-day lives.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Borderwork:

Direct exchanges:

Doing difference:

Feedback loop:

Intersectionality:

Routinization:

Social capital:

Social exchange theory:

Social stratification:

Substantive complexity:

Summary

PSY 228 Social Psychology

Three ways that interactionist researchers focus on stratification processes include examining how social structure shapes who we interact with, accounting for inequalities in the content of interactions, acknowledging how people with certain status characteristics have more power in terms of role taking and examining people’s power to define situations and define themselves.

The Wisconsin Model of Status Attainment traces the relationships among individual’s class position, their abilities and their long-term occupational outcomes.

The effect of networking among individuals from different groups creates a variety of outcomes for those involved, depending on the status of the individuals in a group as well as the status of the group itself.

Values serve as a guide for making decisions about the future, ultimately affecting the types of jobs we attain and class position we have in life, producing a feedback loop between our personality and social positions.

Group processes contribute to our understanding of structural developments by studying the exchanges among individuals in groups. Exchange processes lend themselves to the development of status structures because people bring different types and quantities of resources into the process. People who contribute more to a group or have more resources generally achieve a higher status in groups.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. Shirley Brice Heath’s research on the socialization of status and race among Whites and Blacks in the rural-Piedmont Carolinas is important because:

a. it shows how social class influences how we interact with other people. b. it shows how historical and social conditions can affect our day-to-day interactions. c. it shows that White people have an advantage over African-Americans in getting into good colleges. d. both a and b

2. Which perspective in sociological social psychology is more likely to examine the effects of stratification in day-to-day exchanges between people?

a. symbolic interaction b. social structure and personality c. group processes d. structural functionalism

3. Which of the following is the best example of “borderwork”?

a. a group of teenage boys smoking cigarettes in a high-school parking lot b. a group of girls at a slumber party c. a group of boys and girls playing “kiss and chase” d. a group of boys and girls being lectured to about poor behavior

4. Elijah Anderson’s study of inner city norms and values show that:

a. inner city residents tend to be submissive in the face of their poverty. b. inner city residents are taught to develop a toughness to deal with challenges of poverty and poor living conditions. c. most inner city residents accept most traditional norms from the larger culture. d. both b and c

5. An intersectional approach is essential to understanding the dynamics of stratification because it allows us to the look at the multitude of ways in which our statuses and positions affect our experience.

a. True b. False

Self Test

PSY 228 Social Psychology

6. According to the Wisconsin Model of Status Attainment, how does our social background influence our occupational status in life?

a. It shows that our social background influences with whom we spend time. b. It shows that our social background influences our mental abilities. c. It shows that our social background affects our educational levels. d. All of the above.

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Borderwork: The creation of social and physical boundaries between boys and girls.

Direct exchanges: Exchanges between two people.

Doing difference: Any way in which inequality in any form (race, class or gender) is perpetuated during our interactions as people are held accountable to the social categories in which they are a part.

Feedback loop: A process in which our class position influences the development of values that, in turn, influences the type of job we seek.

Intersectionality: The idea that race, gender and class statuses are not separate but interlocking systems of inequality.

Routinization: Part of Kohn and Schooler’s model of status attainment referring to the level of repetitiveness found on the job.

Social capital: Trust and support found in relationships with other people.

Social exchange theory: Theory based on the premise that individuals enter into relationships that provide some benefit to them and end or leave relationships that do not provide some sort of reward.

Social stratification: The ways in which individuals or groups are ranked in society.

Substantive complexity: Part of Kohn and Schooler’s model of status attainment referring to how complicated the actual work is on the job.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. d

2. a

3. c

4. d

5. a

6. d

Notes

PSY 228 Social Psychology

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Five Self and Identity

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Identify the components of the self.

2. Determine interactionist theories of the self and identity.

3. Characterize three dimensions of the self-concept.

4. Analyze what we know from research on the self-concept.

5. Interpret how group processes affect identity.

• Read pages 121-149 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

This chapter reviews the different ways that sociologists study the meaning of the concepts of self and identity and the structural and group conditions that impact the self. It will address the components of the self; interactionist theories of the self and identity; three dimensions of self- concept; and how group processes affect identity.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Affect-control theory:

Backstage:

Dramaturgical sociology:

Emotional arousal:

Identity:

Mastery:

Mattering:

Me:

Personal characteristics:

Psychological centrality:

Self:

Self-enhancement:

Self-esteem:

Self-indication:

Verbal persuasion:

Vicarious experience:

Summary

PSY 228 Social Psychology

From a symbolic interactionist perspective, the self is a process in which we construct a sense of who we are. We use symbols and language to communicate with other people, but we also use language to think internally. The self includes a dialogue between the “I” and the “Me”.

Identity includes our social categories and personal characteristics. Identity theory examines how social conditions affect the salience of identities and thus our behavior. Affect-control theory incorporates emotions in identity processes.

The self-concept refers to all our thoughts and feelings about ourselves as an object, often studied in the form of identities, self-esteem, mattering and mastery. Class, race, and gender are important social statuses that influence our self-development over time. Social identity theory argues that people define and evaluate themselves in terms of the groups they belong to, including one’s race and gender.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. What part of the self-concept is mastery?

a. the self b. self-identities c. self-evaluations d. self indication

2. Debating what other people are thinking about you in a public setting is best represented by what term?

a. self-concept b.self-identities c. self-evaluations d. self indication

3. According to Mead, which aspect of our self is out in public, constantly processing new information related to the self?

a. the “I” b. the “Me” c. self-concept d. self indication

4. Which of the following is NOT an element of identity?

a. social categories b. role identities c. personal characteristics d. self attitudes

5. Being a Canadian applies to which aspect of identity?

a. social categories b. role identities c. personal characteristics d. self attitudes

Self Test

PSY 228 Social Psychology

6. Identity theory comes from which social-psychological perspective?

a. symbolic interaction b. social structure and personality c. group processes d. structural functional

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Affect-control theory: The theory that incorporates elements of symbolic interactionism and identity theory to explain the role of emotion in identity processes.

Backstage: Part of dramaturgical sociology referring to the region where we relax our impression management efforts.

Dramaturgical sociology: The study of how we present ourselves, playing roles and managing impressions during interactions with other people.

Emotional arousal: Inferences about our abilities based on our emotional states that we use to build our sense of mastery.

I: The part of the self that is active, engaging in interactions with others.

Identity: Our internalized, stable sense of who we are.

Mastery: Our perceptions of our ability to control things important to us.

Mattering: Our sense that we are important to other people in the world.

Me: The part of the self that includes an organized set of attitudes toward the self.

Personal characteristics: Anything we use to describe our individual nature.

Psychological centrality: Our ability to shift aspects of the self to become more or less important to our overall self-concept.

Self: A process in which we construct a sense of who we are through interaction with others.

Self-enhancement: In social identity theory, the process through which we make comparisons that favor our own groups.

Self-esteem: The positive or negative evaluation of our self as an object.

Self-indication: The use of symbols and language to communicate internally.

Verbal persuasion: Information from others about our abilities used to derive mastery.

Vicarious experience: A way of building mastery by seeing other people perform tasks; it shows us that the task is accomplishable.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. c

2. d

3. a

4. d

5. a

6. a

Notes

PSY 228 Social Psychology

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Six Socialization Over the Lifer Course

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Critique how society influences the social construction of the self.

2. Chart the stages involved in developing the self.

3. Name the four elements of life-course sociology.

4. Consider agents of socialization and how they affect our lives.

5. Assess how group processes researchers study socialization.

• Read pages 150-187 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

The goal of this chapter is to define socialization and the life course and the major theories and research associated with these ideas.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Agency:

Birth cohort:

Contextual dissonance:

Gender socialization:

Idiocultures:

Life course:

Life events:

Linked lives:

Looking-glass self:

Pygmalion effect:

Socialization:

Summary

PSY 228 Social Psychology

Sociologists study socialization processes at every stage of development from childhood to late adulthood. The self develops through a symbolic process. An essential aspect of self-development is the ability to take the role of the other.

The sociology of childhood focuses on how children are active participants in creating culture. Life-course sociology is based on the notion that humans adapt to different situations based on their social and historical location, relative to different events and cultural “moments.” Four major themes in life-course sociology include historical context, timing, linked lives and agency.

Sociologists view agents of socialization as mediators of the larger society rather than direct causes of socialization. The family is considered the primary agent of socialization because children are raised from infancy with parents and often siblings. Schools and peers are two other important agents of socialization.

The group processes perspective often examines the role of socialization after it has occurred, reviewing, for instance, how expectations about gender or race affect group interactions.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. Sammy is using dolls to represent people in a doll house. Based on Mead’s theory of child development, at what stage of development is she?

a. preparatory stage b. play stage c. game stage d. toy stage

2. A little boy playing in a baseball team is probably in which stage of development using Mead’s typology?

a. preparatory stage b. play stage c. game stage d. toy stage

3. Which social psychologist is associated with the looking-glass self?

a. George Herbert Mead b. Michel Foucault c. Georg Simmel d. Charles Horton Cooley

4. Studies have shown that factors such as parenting style, resources and status can dramatically affect the outcomes of children of divorced parents.

a. True b. False

5. Studies have found that father’s household labor participation has little effect on their son’s future household labor sharing.

a. True b. False

Self Test

PSY 228 Social Psychology

6. Several studies have shown that there is a correlation between watching violent television and aggressive behavior.

a. True b. False

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Agency: An aspect of life-course sociology referring to our ability to improvise roles, make decisions and control our destiny.

Birth cohort: A group of people born around the same time period.

Contextual dissonance: A feeling that minority members of a group have because they are different from the majority members.

Gender socialization: Learning expectations about how to behave related to one’s gender.

Idiocultures: A system of knowledge, beliefs, behaviors and customs shared by an interacting group to which members refer and employ as a basis of further interaction.

Life course: The process of change from infancy to late adulthood resulting from personal and societal events and from transitions into and out of social roles.

Life events: Event that can cause significant changes in the course of our lives.

Linked lives: An aspect of life-course sociology referring to our relationships with other people.

Looking-glass self: How the self relies on imagined responses of others in its development.

Pygmalion effect: When children develop according to expectations of a group or society.

Socialization: The ways in which individuals attempt to align their own thoughts, feelings, and behavior to fit into a group or society.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. b

2. c

3. d

4. a

5. b

6. a

Notes

PSY 228 Social Psychology

Unit 2 Examination Instructions

The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit Two Examination

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

PSY 228 Social Psychology

Unit 2 Examination

PSY 228 Social Psychology

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. How does Kohn and Schooler’s model of status attainment link economic status, job characteristics and personality?

a. People with lower economic status tend to find work in jobs that have more supervision. b. People with lower economic status tend to find work in jobs that require less intellectual flexibility. c. People with less intellectual flexibility tend to seek jobs that are routinized. d. All of the above.

2. Bradley, a student at Big U, regularly seeks advice from his professor and mentor, Janet. According to exchange theory, what kind of exchange is most likely motivating Janet to stay in this relationship?

a. a direct exchange b. a reciprocal exchange c. a generalized exchange d. All of the above.

3. What was being exchanged among crew members and the captain in George Homan’s research about exchange processes on small warships?

a. support b. caring c. listening d. All of the above.

4. Who gets the most status in groups based on Bales’ research in social exchanges in small groups?

a. Those who are perceived as the best managers. b. Those who are perceived as being the smartest. c. Those who contribute the most to the group. d. Those who listen and care the most for the other members.

5. Which of the following best reflects a task group used to study status processes in groups?

a. A group of students at a class lecture. b. A group of people waiting in line to pay at a store. c. A group of citizens meeting to resolve a local problem. d. All of the above.

Unit 2 Examination

PSY 228 Social Psychology

6. Why are weak ties so important for finding work?

a. People with whom we have weak ties live and work in circles outside our own. b. People with whom we have weak ties tend to have better jobs. c. People with whom we have weak ties aren’t biased against us in the job market. d. People with whom we have weak ties provide training in getting better jobs.

7. According to status characteristics theory, gender, race and education levels are examples of _______________.

a. diffuse status characteristics b. specific status characteristics c. roles d. class positions

8. According to status characteristics theory, skill at playing basketball would be considered _______________.

a. diffuse status characteristics b. specific status characteristics c. roles d. class positions

9. People are ______________ aware of the status hierarchies that develop in task-oriented groups.

a. almost always b. usually not c. always d. None of the above.

10. Which theorist is most associated with impression management?

a. Auguste Comte b. Emile Durkheim c. Herbert Blumer d. Erving Goffman

11. According to dramaturgical sociology, what area of identity is associated with hanging out with friends while watching television?

a. front stage b. back stage c. performance stage d. informal groups

Unit 2 Examination

PSY 228 Social Psychology

12. A first date would most likely be associated with what area of identity?

a. front stage b. back stage c. performance stage d. informal groups

13. Spencer Cahill’s research on “bathroom behavior” clearly showed that _______________.

a. people act very differently in bathrooms than other areas of life b. serve as “self-service” repair shops c. people use bathrooms to “retire” from their front stage presentations d. All of the above.

14. Which of the following has the strongest impact on self-esteem?

a. social comparisons b. reflected appraisals c. psychological centrality d. self-perceptions

15. _____________ are observations of our behavior and its consequences.

a. Reflected appraisals b. Self-perceptions c. Social comparisons d. Psychological centrality

16. What is the best way to build a child’s sense of mastery or efficacy?

a. personal accomplishments b. vicarious experience c. verbal persuasion d. emotional arousal

17. Rosenberg’s early research on mattering found it positively related to _______________ and negatively related to ________________.

a. self-esteem; alcoholism b. depression; self-esteem c. self-esteem; depression d. mastery; depression

Unit 2 Examination

PSY 228 Social Psychology

18. Given research and theory in life-course sociology, which of the following groups are most likely to be negatively affected by Hurricane Katrina?

a. a poor White family who survived the storm together b. a poor African-American family who survived the storm together c. a middle-class White man who lost his income and had no access to family or friends during the event d. a middle-class African-American family who survived the storm together

19. Tony and Rose both received word that they were called up for active duty in the military out of the reserve component of the forces. Tony is several years older with a wife and child while Rose is just finishing college. Which dimension of life course sociology best explains why Tony is more likely to be affected by the mobilization than Rose?

a. historical context b. linked lives c. social timing d. agency

20. Which of the following is NOT considered a primary agent of socialization?

a. family b. peers c. schools d. government

21. Elder’s study of the Great Depression generally showed that ______________.

a. all children were negatively affected by growing up in the Great Depression b. only children growing up in poverty were affected by the Great Depression c. the Great Depression had the strongest impact on children’s lives by changing family roles d. both b and c

22. Kohn’s work on class socialization generally showed that middle-class families tend to stress ______________ while working-class families emphasize _______________ in raising their children.

a. autonomy; conformity b. conformity; freedom c. freedom; independence d. conformity; autonomy

Unit 2 Examination

PSY 228 Social Psychology

23. Rosenthal and Jacobson’s study of classroom interaction is important because:

a. it showed that children are taught to be racist in the classroom. b. it showed that IQ scores could be manipulated based on a group prejudice. c. it showed that children’s IQ scores were not linked to race at all. d. it showed that racist beliefs and values exist in every classroom.

24. Which of the following groups are most prevalent in American schools based on Adler and Adler’s research on peer culture?

a. the popular click b. the wannabes c. middle friendship circles d. social isolates

25. Group processes researcher is important to the study of socialization in what way?

a. It shows the importance of peer-group interactions in socialization processes. b. It shows the importance of family interactions. c. It shows the importance of the media. d. It emphasizes the impact of socialization in group settings.

Unit 2 Examination

PSY 228 Social Psychology

Writing Assignment for Unit Two

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

Please answer ONE of the following:

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

1. Describe the concept of “doing gender.” Apply this process to other statuses in society (e.g., race, ethnicity or sexuality).

2. Review the three ways that interactionists view the development and maintenance of stratification in society.

3. Discuss the similarities and differences between identity theory and social identity theory.

You Can Do It

PSY 228 Social Psychology

With Unit 2 complete, you are half way through the course.

Take a break and reward yourself

for a job well done!

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Seven The Social Psychology of Deviance

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Analyze how we define what is normal and what is deviant.

2. Determine how the construction of deviant labels contribute to the development of deviant lifestyles.

3. Judge how structural conditions influence individuals’ decisions to commit deviant acts.

4. Consider how group relationships influence the development of deviance and perceptions of deviance.

• Read pages 190-220 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

This chapter examines major sociological concepts and theories associated with the concept of deviance.

Interactionists generally view deviance as a normal part of the symbolic interaction process. Structural and group-centered views of deviance tend to focus on the social conditions that increase the likelihood of breaking laws. These views come from the larger social science specialty of criminology. This chapter emphasizes the broader sense of deviance in everyday life, before reviewing traditional theories and research on criminal forms of deviance.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Anomie:

Attachment:

Belief:

Covering:

Deviance:

Indexicality:

Labeling theory:

Reflexivity:

Social control theory:

Summary

PSY 228 Social Psychology

From a social-psychological perspective, deviance is a necessary part of the symbolic interaction process of negotiating social reality. Interactionism assumes that individuals decide to maintain (or break) social norms and standards during every interaction. Deviance allows for change in relationships and society as a whole.

Ethnomethodological perspectives of deviance emphasize how individuals construct and defend their views of social reality—the “real” boundaries of social life. People who can provide better accounts can convince others of those accounts, thus controlling the meaning of good and bad— deviance and conformity—in society.

Labeling theory is a major interactionist perspective of deviance. It is based on the notion that deviance is a consequence of a social process in which a negative characteristic becomes an element of an individual’s identity.

Strain and social control theories apply macrosociological perspectives of deviant behavior, arguing that deviance results from a larger set of societal conditions. Societal norms create limitations to how we can achieve legitimate goals in life. They also give goals that are unattainable for some people.

Groups provide both the motives and the knowledge necessary to commit crime. Differential association theory states that deviance is learned through interaction with others. This theory may help explain how and why people rationalize deviant behavior, especially in white-collar crimes committed by middle- and upper-class people.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. Some individuals choose a life of deviance because of the satisfaction they derive from the act and deviant lifestyle.

a. True b. False

2. Which of the following statements best describes interactionist perspective(s) on deviance?

a. Deviance is relative to a given group of people or society. b. Deviance is relatively consistent across groups and society. c. What it means to be deviant is constructed through a process of indexicality and reflexivity. d. both a and c

3. According to labeling theory, a primary act of deviance does not always lead to a secondary act of deviance.

a. true b. false

4. According to Edwin Lemert, how is society involved in the deviance process?

a. during primary deviance, when society makes deviance symbolic in nature b. during secondary deviance, when society labels a person as deviant c. during the process of hiring police personnel to put away criminals d. during the process of committing the deviant act and accepting the deviant label

5. Which of the following is true of William Chambliss’ research on the Saints and the Roughnecks?

a. The Saints committed significantly less crime than the Roughnecks but were more likely to get caught. b. The Saints committed significantly less crime than the Roughnecks but only the Roughnecks got caught. c. The Saints committed somewhat higher levels of deviance as the Roughnecks but the Roughnecks were more likely to be caught than the Saints. d. The Roughnecks committed less crime and were rarely caught.

Self Test

PSY 228 Social Psychology

6. How did Howard Becker’s research contribute to the understanding of deviance?

a. It showed the important role of deviant subcultures in the maintenance of deviant identities. b. It reinforced the relationship between primary and secondary deviance. c. He showed that even drug experiences can be influenced by social conditions. d. All of the above.

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Anomie: A sense of “normlessness” where there is little consensus about what is right and what is wrong.

Attachment: Component of social control theory referring to emotional bonds with other people in society.

Belief: Component of social control theory referring to people’s respect for law and order in society.

Covering: Keeping a known stigma from creating tensions in interaction by downplaying it.

Deviance: Any behavior that departs from accepted practices in a society or group.

Indexicality: The process by which individuals index thoughts, feelings and behaviors from their own perspective.

Labeling theory: Theory that argues deviance is a consequence of a social process in which a negative characteristic becomes an element of an individual’s identity.

Mores: Widely held values and beliefs in a society.

Reflexivity: The process by which individuals think about a behavior within its social context and give meaning to it.

Social control theory: Theory that deviance results when individuals’ bonds with conventional society are weakened in some way.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. a

2. d

3. a

4. b

5. c

6. d

Notes

PSY 228 Social Psychology

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Eight Mental Health and Illness

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Determine what it means to be mentally healthy.

2. Interpret how the definition of mental illness is constructed.

3. List the structural conditions in society that contribute to distress.

4. Identify resources that can buffer stress.

5. Assess how mental health can influence our sense of identity and interactions with others.

• Read pages 221-246 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

This chapter examines mental health as an outcome of social life, influenced by social conditions and as a status characteristic that impacts our social interactions.

Once you read the sociological perspectives on mental health and illness, you may rethink what it means to have psychological problems.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Ambient hazards:

Chronic strains:

Colonization:

Intransigence:

Malaise:

Moderators:

Negative life events:

Sociology of mental health:

Total institutions:

Withdrawal:

Summary

PSY 228 Social Psychology

The history of madness and civilization shows that the meaning and treatment of mental illness has changed dramatically over the centuries. In Europe, into the seventeenth century, mental illness was considered similar to other forms of deviance such as criminality.

Sociologists view many manifestations of mental illness to be the result of social conditions that tax individuals’ capacity to manage their lives. The stress process model helps us understand the relationship of negative life events and chronic strains to our mental health and well-being, focusing also on the resources we use to manage those stressors.

Social and economic characteristics are associated with different levels of distress, with social class status a critical factor in the stress process. Other important social characteristics that are implicated in the experience of stressors, the level of resources, and the expressions of distress include gender, age and race/ethnicity.

According to the group processes perspective, people set up different expectations for individuals’ performance depending on their status characteristics. Mental illness may be considered a diffuse status characteristic that influences members’ expectations of the mentally ill in a group setting, as well as the contributions made by those members.

Mental illness may be a form of stigma for individuals, an attribute that is deeply discrediting. Patients housed in mental institutions may try to cope in many different ways, including conversion, intransigence and forms of withdrawal and colonization.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. Why was 1656 an important date in the history of mental illness according to Michel Foucault?

a. It is the year that psycho-tropic drugs started becoming widely available in Europe. b. It is the year that the “hospital general” opened, marking the beginning of the great confinement of mentally ill people. c. It is the first year in which psychoanalysis was used to treat mentally ill people. d. It was the first year that psychotropic drugs were introduced to the new world.

2. Which of the following forces are associated with putting aspects of social life, including mental illness, under the boundaries of medical professionals?

a. the power and authority of medical professionals b. activities of social movements and interest groups c. directed organization on professional activities d. All of the above are forces affecting medicalization.

3. Which social theorist argued that mental illness is a “myth?”

a. Peter Conrad b. Michel Foucault c. Thomas Szaz d. Herbert Blumer

4. Horwitz and Wakefield’s research focused on trends to increasingly diagnose individuals with clinical depression as the “loss of sadness” in society.

a. True b. False

5. What kind of stressors do college students typically report?

a. adjustment problems b. death of a loved one c. job loss d. fear of professors

Self Test

PSY 228 Social Psychology

6. Which of the following is NOT a measurement of someone’s depression levels?

a. I did not feel like eating. b. I felt depressed. c. I felt everything was an effort. d. All of the above are measures of depression.

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Ambient hazards: Exposure to poor community conditions such as crime, poor living conditions and lack of services.

Chronic strains: Day-to-day role strains that may cause mental health problems over time by the accumulation of small amounts of stress.

Colonization: A way in which patients manage institutionalization by showing that their institution is a desirable place to live.

Intransigence: A way in which patients manage institutionalization by rebelling against the staff expectations.

Malaise: A psychological state of unhappiness associated with living conditions in rural or urban areas.

Moderators: Part of the stress process that includes the personal and social resources that affect the direction or strength of the relationship between a stressor and mental health.

Negative life events: Part of the stress process referring to any event deemed unwanted or stressful to an individual.

Sociology of mental health: The study of the social arrangements that affect mental illness and its consequences.

Total institutions: Places where individuals are isolated from the rest of society.

Withdrawal: A way of managing life in an institution involving the curtailing of interaction with others.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. b

2. d

3. c

4. a

5. a

6. d

Notes

PSY 228 Social Psychology

Objectives

Instructions to Students

PSY 228 Social Psychology

Chapter Nine Attitudes, Values, and Behaviors

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Identify the nature of an attitude.

2. Evaluate how researchers study attitudes and behaviors.

3. Describe how people construct attitudes.

4. Analyze how attitudes toward other people form in group contexts.

• Read pages 247-276 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

PSY 228 Social Psychology

The goal of this chapter is to review the definition and measurement of attitudes and values and to examine research on how people use their time. Specific emphasis is given to prejudicial attitudes and behavior.

In this chapter, after discussing how attitudes are conceptualized, three areas of study within sociological social psychology will be emphasized. First, we will examine how attitudes are constructed from an interactionist perspective. Second, we will examine how attitudes vary by social location. Finally, we will apply the group processes perspective on attitudes, particularly related to attitudes toward other people in groups.

Key Terms

The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Altruism:

Attitude:

In-groups:

Opinion:

Prejudice:

Prosocial behavior:

Social distance:

Status construction theory:

Time deepening:

Values and beliefs:

Summary

PSY 228 Social Psychology

Attitudes incorporate emotional, cognitive and behavioral dimensions—how we feel, think and act toward an object. Attitudes are measured in terms of their direction and strength, though people can also have nonattitudes toward objects. Time-use studies measure behaviors and can be characterized as either productive time, such as work and family care, or free time, including activities such as watching television or socializing.

The relationship between attitudes and behavior, on average, is typically small with an average correlation of 0.38. The weak relationship between attitudes and behavior—and of attitudes with other attitudes—may reflect poor measurement of attitudes or the complexities of attitudes themselves. Interactionist perspectives view attitudes like any other aspect of social life: they are constructed based on our interactions with other people. Our group memberships can have a large influence in our attitudes toward people in other groups based on the relative standing of those groups.

Some attitudes and opinions have been found to vary based on social statuses. Men and women regularly report different attitudes toward some social issues, as do African Americans and whites. Many attitudes toward major social issues have changed over the last half century, indicating that newer cohorts have different values than earlier generations.

Status construction theory posits that individuals develop status value through face-to-face interaction as well as from larger societal prejudices. Social identity theory emphasizes the role of in-groups and out-groups in our attitude development.

Self Test

PSY 228 Social Psychology

Multiple Choice Questions (Circle the correct answer)

1. Your evaluation of a new political candidate may best be described as a(n) _____________ while your overall political ideology may better be described as a(n) _____________.

a. ideology; value b. value; attitude c. attitude; value d. both refer to attitudes

2. In a recent poll, Darnell told the interviewer that he does not care either way in the election. His response reflects what concept?

a. ideology b. values c. attitudes d. nonattitudes

3. Melissa had planned to play 18 holes of golf on the weekend but decided to cut it down to nine holes so that she could go to lunch with her boyfriend. What kind of behavior is she engaging in?

a. time deepening b. time management c. stress processing d. bureaucratic management

4. Americans have more productive time than free time.

a. true b. false

5. The relationship between our attitudes and behavior is typically ____________.

a. strong b. small c. 1 in average correlation d. 0 in average correlation

Self Test

PSY 228 Social Psychology

6. Research generally shows that American attitudes on most major social issues have been pretty stable over the last 30 years.

a. true b. false

Answer Keys

Key Term Definitions

PSY 228 Social Psychology

Altruism: Refers to the motivation to help another person.

Attitude: A positive or negative evaluation of an object, a person, a group or an idea.

In-groups: Groups with whom we identify.

Opinion: The cognitive or “thinking” aspect of an attitude.

Prejudice: An attitude of dislike or active hostility toward a particular group in society.

Prosocial behavior: Includes any behavior that benefits another person.

Social distance: How close we feel to other people.

Status construction theory: Group processes theory that posits that individuals develop status value in face-to-face interactions with other people.

Time deepening: When people do more with the time that they have available to them.

Values and beliefs: Strongly held, relatively stable sets of attitudes.

Answers to Self Test

Answer Keys

PSY 228 Social Psychology

1. c

2. d

3. a

4. a

5. b

6. b

Notes

PSY 228 Social Psychology

Unit 3 Examination Instructions

The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit Three Examination

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

PSY 228 Social Psychology

Unit 3 Examination

PSY 228 Social Psychology

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Most college students represent which type of person in Merton’s typology of deviance?

a. conformists b. innovators c. ritualists d. retreatists

2. A homeless person who decides to live in the woods is probably best represented by which of the following people using Merton’s typology of deviance?

a. conformists b. innovators c. ritualists d. retreatists

3. Which of the following represent strain according to new interpretations of strain theory?

a. negative relationships with family and friends b. poverty c. unemployment d. All of the above.

4. Which theory of deviance tries to explain why individuals do not commit crime?

a. labeling theory b. strain theory c. social control theory d. theory of differential association

5. Sampson and Laub’s research on delinquent and non-delinquent youths in Boston found delinquency was greater when bonds with which social institutions were weakest?

a. family b. education c. work d. both a and c

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6. In high school, Janet rarely got involved in smoking or drinking. In college, Janet found some friends who spent most of their off time consuming large amounts of alcohol and other drugs. Soon, she did the same and did not know anyone who did not spend their time that way. Which theory best explains Janet’s behavior given this limited amount of information?

a. labeling theory b. strain theory c. social control theory d. theory of differential association

7. Which of the following best exemplifies white collar crimes?

a. stealing a purse b. simple assault c. telling a lie to your friend d. embezzling from work

8. Murder would most likely be considered the breaking of a ________________ while picking your nose in public would be breaking a ________________.

a. more; folkway b. folkway; more c. norm; value d. both are mores

9. Scholars contend that ______________ and _______________ are two factors that affect the likelihood of committing a crime.

a. controls; formal sanctions b. certainty; severity c. certainty; informal sanctions d. severity; formal sanctions

10. Given the research on the epidemiology of mental health, which group is most likely to report problems with drinking? Depression?

a. married people; singles b. African-Americans; Latinos c. African-Americans; Whites d. men; women

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11. The stresses associated with living in urban areas come from _____________ while the stresses associated with rural areas tend to be a result of _____________.

a. lack of stimulation; ambient hazards b. ambient hazards; lack of stimulation c. urban malaise; rural malaise d. negative life events; chronic stresses

12. How do group processes scholars examine the concept of mental illness?

a. It is viewed as a status characteristic like race or gender. b. It is viewed as a normal part of group interactions. c. It is viewed as a major area of group research. d. It is viewed as a way for individuals in groups to negotiate identity.

13. Which of the following would be considered a total institution?

a. your college b. a police station c. a prison d. a family household

14. Which sociologist is most associated with the concept of stigma?

a. Erving Goffman b. Georg Simmel c. George Herbert Mead d. Herbert Blumer

15. Goffman’s research on total institutions showed that many patients in insane asylums generally ____________ their roles as patients.

a. resist b. accept c. use colonization to cope with d. None of the above.

16. Which of the following coping strategies emphasize patients’ attempts to rebel against asylum staff?

a. conversion b. intransigence c. withdrawal d. colonization

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17. The loss of a job is represented in which component of the stress process?

a. stressors b. outcomes c. mediators and moderators d. social and economic characteristics

18. LaPiere’s study of prejudice clearly showed that most people _____________.

a. have some prejudice b. act on their prejudices c. do not act on their prejudices d. both a and c

19. Overall, American political attitudes lean on being ______________.

a. very conservative b. moderately conservative c. moderately liberal d. very liberal

20. Which of the following groups could be identified as most liberal in the U.S.?

a. females living in the Midwest b. females living on the West Coast c. males living in the Midwest d. males living on the West Coast

21. Which of the following groups spend the most time on childcare? Which group has shown an increase in time spent with childcare?

a. women for both questions b. men for both questions c. men; women d. women; men

22. Which of the following social theorists is most associated with studying racial prejudice in the United States?

a. George Herbert Mead b. W.E.B. Du Bois c. Talcott Parsons d. William Thomas

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23. Based on status construction theory, what would be the best way to get what you want out of a group and leave a positive impression?

a. Act like a very nice person. b. Act like a generous person. c. Act like a majority member of society. d. Act like a high-status person.

24. Willer’s research showing presidential approval ratings increasing after the 9/11 terrorist attacks in the U.S. clearly showed ____________.

a. in-group bias tendencies b. out-group bias tendencies c. prejudicial biases d. ideological alliances

25. The slow treatment of Hurricane Katrina victims was used as an example of ____________ in your text.

a. government inefficiency b. conscious racism c. unconscious racism d. None of the above.

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Writing Assignment for Unit Three

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

Please answer ONE of the following:

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

1. How do symbolic interactionists examine the social construction of mental health? Specifically, review Foucault’s historical analysis of mental illness in western cultures and the medicalization of deviance.

2. Discuss how community conditions can impact individuals’ mental health. Be specific about the role of stressors and resources available under different community conditions (e.g., urban vs. rural; poor vs. middle class).

3. Review the different dimensions of attitudes. How does the complexity in attitudes help to explain the relatively weak relationship between a person’s attitudes and their behaviors?

You Can Do It

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Unit 3 is done! You’re close to the finish line and we’re cheering you on to victory!

Objectives

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Instructions to Students

PSY 228 Social Psychology

Chapter Ten The Sociology of Sentiment and Emotion

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Distinguish the components of emotions.

2. Determine how people learn emotions.

3. Consider how identity relates to emotions.

4. Evaluate how our statuses in society affect our uses of emotions.

5. Interpret the norms that govern the use of emotions in different social settings.

6. Predict how group settings affect emotions.

• Read pages 277-306 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

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This chapter reviews the many dimensions of sentiment and emotions. It also examines the role of emotions in the development and maintenance of society, as well as the impact of society and culture on the development and expression of emotions.

This chapter will start by reviewing how sociologists study the upward movement of emotions in the creation of society and the social construction of emotions more generally. It will also review the structured nature of emotions and how society shapes the scope and expression of emotions.

Key Terms

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The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Affect:

Cybernetic approach:

Distributive justice:

Edgework:

Emotional cues:

Emotional intelligence:

Emotional scripts:

Emotions:

Interaction ritual:

Mood:

Potency:

Procedure justice:

Sentiment:

Transient sentiments:

Summary

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Sociological perspectives on emotion emphasize the cybernetic approach to the study of emotions: emotions radiate upward from individual-level interactions to maintain social structures as well as downward when social structure helps to shape our emotions.

Symbolic interactionists believe we learn emotions like we learn about other aspects of social life: through interaction with other people. The sociocentric model of emotional socialization argues that the primary means of learning about emotions comes from social instruction, whereas affect control theory argues that people use emotions as signals as to how well they are performing their role in a given situation.

People use emotional scripts and cues to help use and manage emotions in day-to-day life. The theory of interaction ritual chains emphasizes the role of emotions in maintaining macrosociological social institutions.

The power-status approach to emotions says that emotions result from real, anticipated, imagined or recollected outcomes of social interactions. The gain or loss of power and status are primary ways in which our position affects our emotional life.

The norms that govern our emotional lives are called feeling rules. We may receive “rule reminders” from friends and family when we do not “feel” appropriately. Emotion work refers to the generation of prescribed emotion to meet the demands of a job. The commodification of emotions is associated with the concept of “McDonaldization.”

The socioemotional economy is a system for regulating emotional resources among people that links individuals into larger networks of people. Sympathy is an important example of this economy. Emotion culture refers to a society’s expectation about how to experience different emotions. According to the group processes perspective, there are at least two ways in which exchange processes may affect your emotions: the concern over getting what is fair out of the group and the way in which distributions are made in a group. Emotions can also affect status relationships in group exchanges such that higher-status people are freer to express certain emotions than lower status people.

Self Test

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Multiple Choice Questions (Circle the correct answer)

1. Based on Thoit’s treatment of emotions, which of the following is NOT a dimension of emotion?

a. situational cues b. physiological changes c. an arousal d. an emotion label

2. The moment that society gives meaning to an emotion it becomes a _____________.

a. sentiment b. feeling c. mood d. affect

3. Clem has been feeling sad all day long. What term best describes his emotional state?

a. sentiment b. feeling c. mood d. affect

4. Which of the following would be considered a primary emotion?

a. anger b. fear c. depression d. All of the above are primary emotions.

5. Non-verbal behaviors play a lesser role than verbal communication does.

a. True b. False

6. The meanings of emotions are stable over a life course.

a. True b. False

Self Test

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Answer Keys

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Key Term Definitions

PSY 228 Social Psychology

Affect: An evaluative component of an emotion.

Cybernetic approach: The study of emotion that assumes that social conditions shape our emotions; and in turn, our emotions act to maintain social structures.

Distributive justice: In exchange theory, it is the belief about the fairness of what people get.

Edgework: Thrill-seeking behaviors designed to produce intense emotions.

Emotional cues: Information about when and what emotions are appropriate in a given social setting.

Emotional intelligence: Our ability to control and employ emotions in our social environments.

Emotional scripts: Expectations about when and how to act excited, angry, sad and so on.

Emotions: Feelings that incorporate situational cures, physiological changes, expressive gestures and an emotion label.

Interaction ritual: The exchange of symbols and emotion between individuals essential to maintaining society.

Mood: A diffuse emotional state that lasts a relatively long period of time.

Potency: Element of affect control theory referring to how a person’s sentiment toward an object is powerful or powerless.

Procedure justice: In exchange theory, it is the beliefs about the fairness of the methods used to make distributions.

Sentiment: A feeling that has been given meaning by society.

Transient sentiments: Sentiments unique to specific interactions.

Answers to Self Test

Answer Keys

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1. c

2. a

3. c

4. d

5. b

6. b

Notes

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Objectives

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Instructions to Students

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Chapter Eleven Collective Behavior

Learning Objectives

Upon successful completion of this chapter, you should be able to:

1. Analyze how crowds contribute to the development of mass hysteria.

2. Identify theories that explain individuals’ behavior in large groups.

3. Decide whether structural conditions affect crowd behaviors.

4. Chart the phases of collective behavior found in large social movements.

5. Evaluate how group and individual motivations interact in social movements.

• Read pages 307-336 of your textbook

• Reference: Social Psychology: Sociological Perspectives by Rohall, Milkie and Lucas, 2nd edition, 2011

Overview

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The goal of this chapter is to review theories of collective behavior and the current research on behaviors that occur during collective events.

This chapter will review theories and research related to the concepts of collective behavior, collective action and social movements.

Key Terms

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The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter.

PSY 228 Social Psychology

Acting crowds:

Collective identity:

Craze:

Expressive crowd:

Hostile outbursts:

Mass:

Milling:

Routine dispersal:

Social dilemma:

Structural strain:

Summary

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PSY 228 Social Psychology

Traditional theories of collective behavior, collective action and social movements emphasize the ways in which crowds transform the individuals acting in them, turning them into irrational beings. Rational choice perspectives on collective action emphasize the idea that people in groups are purposive in their decisions and actions in everyday life, including group events.

Research on protests in the United States over the last decades has shown that most protests and marches are small in nature. Very few marches go over 100,000 participants and very few involve civil disobedience. However, only the largest protests receive much media attention.

Sociological social psychologists also study how we develop collective memories, examining the conditions that produce spontaneous thoughts or feelings at the same time; how conditions coalesce to bring us to believe something is true; what an event means to a people; and, finally, how we categorize those memories with other historical events.

Research evidence in the group processes tradition indicates that people will be likely to form coalitions when they are faced with large power disparities. The free-rider problem and social dilemmas are typical problems found in behavior within and between groups.

Self Test

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Multiple Choice Questions (Circle the correct answer)

1. The March for Life protest against abortion is probably best described as a ______________.

a. social action b. collective action c. social movement d. collective movement

2. Gustave LeBon’s book, The Crowd, is based on observations of which of the following events?

a. the Russian Revolution b. The French Revolution c. WWII d. the Chinese Revolution

3. Which theorist is most associated with mass hysteria theory?

a. Carl Couch b. Herbert Blumer c. Neil Smelser d. Gustave LeBon

4. According to Blumer’s theory of circular reaction, when do individuals in crowds start to lose control and act without much rationality?

a. during the milling phase when individuals are encouraged to act out against authorities b. during the interpretation phase when individuals are encouraged to act out against authorities c. during the interpretation phase when individuals lose their ability to communicate about appropriate behavior d. during the milling phase when individuals lose their ability to communicate about appropriate behavior

5. Research on crowd and protest behaviors has generally supported LeBon and other scholars from the mass hysteria tradition.

a. true b. false

Self Test

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6. Guilford went to a protest against the school’s smoking policy because he truly believed that it was wrong and should be changed. He had been a leader in the anti-smoking group for a number of years prior to the march. According to Turner and Killian, which kind of participant is he?

a. ego-involved participant b. concerned participant c. insecure participant d. curiosity seeker

Answer Keys Social Psychology Essay homework help

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Key Term Definitions

PSY 228 Social Psychology

Acting crowds: Groups of people with a focus,or goal who act with unity to achieve the goal.

Collective identity: An individual’s sense of connection with a larger community or group.

Craze: When large numbers of people become obsessed with something like the purchase of a product or an activity.

Expressive crowd: Crowd that lacks a goal and is primarily a setting for emotional release, which often occurs through rhythmical actions such as applause, dancing or singing.

Hostile outbursts: Any type of mass violence or killings.

Mass: Anonymous individuals from many social strata that are loosely organized.

Milling: Part of the circular reaction process in which individuals at an event anxiously move about in a seemingly aimless and random fashion.

Routine dispersal: A dispersal in which participants leave a gathering in a rational, orderly fashion.

Social dilemma: A situation whereby if every person acts in his or her own best interests, the results will be bad for the group.

Structural strain: Element of value-added theory stating there must be some level of conflict over some issue or problem to initiate collective action.

Answers to Self Test

Answer Keys

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1. c

2. b

3. d

4. c

5. b

6. a

Notes

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Unit 4 Examination Instructions

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The Unit Examination

The unit examination contains 25 multiple choice questions, as well as a writing assignment.

Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system:

A = 90% – 100% correct B = 80% – 89% correct C = 70% – 79% correct D = 60% – 69% correct F = 59% and below correct

4 grade points 3 grade points 2 grade points 1 grade point 0 grade points

Completing Unit Four Examination

Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course.

PSY 228 Social Psychology

Unit 4 Examination

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PSY 228 Social Psychology

Multiple Choice Questions (Enter your answers on the enclosed answer sheet)

1. Which of the following jobs is most likely to have an extensive set of feeling rules?

a. a stay-at-home mother b. a cashier at McDonalds c. a plumber d. a farmer

2. Zurcher’s concept of emotional scripts most closely resembles what other concept reviewed in this chapter?

a. emotion rules b. emotional energy c. feeling rules d. sentiment

3. Milan was a little perturbed when his boss refused to accept some flowers he had brought as a sign of his sadness over the loss of her sister. Which sympathy rule did his boss break?

a. Do not make false claims of sympathy. b. Do not claim too much sympathy. c. Claim some sympathy. d. Reciprocate to other for their gift of sympathy.

4. Based on Lofland’s analysis of the role of culture in the expression of grief in society, which of the following places would have the hardest time coping with the loss of a child?

a. modern day Asia b. modern day Europe c. modern day Ethiopia d. modern day America

5. Swidler’s research on love in American culture revealed what?

a. Americans find it hard to fall in love. b. Americans initiate relationships based on a mythical view of emotional bonding between lovers. c. Americans use a more realistic view of love to sustain relationships on a day-to-day basis. d. both b and c

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6. According to exchange theory and research, which of the following situations is most likely to produce a positive emotion?

a. an exchange in which people get the amount equal to their position in the group b. an exchange in which you get as much as you gave c. an exchange in which you get less than you gave d. All of these exchanges will produce a positive emotion.

7. According to the exchange theory, what sentiment is EXPECTED when you get more out of an exchange than you give?

a. sadness b. guilt c. happiness d. joy

8. According to research and theory of group processes, how does power in relationships affect our emotions?

a. Relationships characterized as having equal power engender positive emotion. b. Power makes us feel guilty in social exchanges. c. Relationships characterized as having unequal power engender positive emotion. d. Power gives us a positive feeling only when we deserve it during social exchanges.

9. Secondary emotions are ________________.

a. learned through socialization b. similar to sentiments c. social emotions d. All the above.

10. Your feeling that a district attorney has a lot of power refer to which dimension of affect control theory?

a. evaluation b. potency c. activity d. strength

11. What emotion did wheelchair users employ when managing interactions with “stand-up” people in Cahill and Eggleston’s study of people with a handicap?

a. fear b. humor c. love d. anger

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12. Your friend, Chloe, goes through a bad break-up and her cat runs away all in the same week. When you and Chloe are out to dinner one night you run into Sarah, a good friend of yours from school. Chloe expresses the tragedies that have befallen her the past week to Sarah who proceeds to listen and then changes the conversation. Once back to your dinner, Chloe expresses her dismay and hurt that Sarah did not seem concerned about her break-up or loss of her cat. Sarah is upset because her ______________ were not met.

a. social scripts b. emotional scripts c. sentiments d. emotions

13. According to Randall Collins’ theory of interaction ritual chains, what role does emotion play in the maintenance of society?

a. Emotional energies provide the reason for maintaining interactions in society. b. Emotional scripts provide information about how to behave in society. c. Emotions give us cues as to whether we are performing our roles in society adequately. d. Emotions exist within a series of “feeling rules” about how to behave in society.

14. Which of the following jobs does NOT demand high levels of emotion work.

a. waitress b. teacher c. customer service agent d. None of the above.

15. Steve turned to the people around him for help in deciding how to act at a local protest. According to perception control theory, what form of perception control is he using?

a. independent instruction b. interdependent instruction c. organizational instruction d. interactional instruction

16. What is the best predictor of an individual participating in a march or a riot?

a. her structural position b. her concern over a social condition in society c. her being asked to go to the event d. her access to resources

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17. The vast majority of protests and other collective events have which kind of dispersal?

a. routine dispersal b. emergency dispersal c. coerced dispersal d. active dispersal

18. Which of the following are typical behaviors at a large protest march?

a. People break off into a series of smaller groups. b. People form lines to access various facilities. c. People develop arcs and circles around speakers. d. All of the above are typical behaviors.

19. ____________ is thrill-seeking behaviors designed to produce intense emotions.

a. Potency b. Edgework c. Cyberneticism d. None of the above.

20. Enduring emotional meanings in a given society is known as _____________.

a. fundamental sentiments b. transient sentiments c. emotional cues d. emotion work

21. The debate as to whether or not you should stop and look at an accident while driving by, possibly slowing down the traffic behind you, is an example of a ______________.

a. social dilemma b. free rider problem c. group conformity d. mass hysteria

22. Public radio—radio stations that rely, in part, on listener support to stay in business—run the risk of what problem?

a. a social dilemma b. the free rider problem c. group conformity d. mass hysteria

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23. The use of _______________ is important to the forming of collective memories.

a. storytelling b. collective behavior c. collective emotion d. framing

24. According to emergent norm theory, the _______________ is the type of person who participates in the group out of curiosity.

a. ego-involved participant b. curiosity seeker c. concerned participant d. insecure participant

25. Phase of collective behavior referring to the factors that bring people together into the same place at the same time.

a. gathering phase b. homogeneity of mood c. assembling phase d. interpretive phase

Unit 4 Examination

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Writing Assignment for Unit Four

• Responses must be submitted as a MS Word Document only, typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size.

Undergraduate courses: 350 – 500 words or 1 – 2 pages. Graduate courses: 500 – 750 words or 2 – 3 pages. Doctoral courses: 750 – 1000 words or 4 – 5 pages.

Plagiarism

Please answer ONE of the following:

• Include your name, student number, course number, course title and unit number on each page of your writing assignment (this is for your protection in case your materials become separated).

• Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type).

• Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion).

1. Review the theory of interaction ritual chains. How do our emotions contribute to the maintenance of society according to this theory?

2. Review the role of emotions in exchange processes. What conditions are most likely to produce positive emotions? Negative emotions? What role does power and status play in the development of emotions in exchange relationships?

3. Apply group processes theory and research related to coalitions to explain the development of social movements more broadly. First, define the concept of coalition. Second, describe how coalitions work and the conditions that make them successful. Third, apply this information to explain how and why people initiate social movements in society.

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Congratulations! You have completed Unit 4.

Now let’s sharpen our pencils for the Final Exam.

We are confident you will do well.

Final Examination Instructions

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About the Final Examination

After you have successfully completed all of the unit examinations and writing assignments, it will be time for you to take the final examination.

The final examination will be provided by student services only after you have completed all four unit examinations and submitted all four writing assignments.

Scheduling a Final Examination

Final examination requests can be submitted via U.S. mail, online through the Coast Connection student portal, or by calling the Testing Department at (714) 547-9625.

A final exam scheduling form is located on the last page of this study guide. Please fill out ALL required fields and mail it to the university.

Final exams will only be sent if you have completed all four unit examinations and submitted all four writing assignments.

Submitting Your Final Examination

Final Examinations can be submitted by mail, fax or online through the Coast Connection student portal.

After you have completed your exam, you or your proctor can fax it to the Grading Department at (714) 547-1451 or mail it to the university. When faxing exams, please do not resize your fax.

Final Exam Scheduling Form

PSY 228 Social Psychology

The university requires all final examinations to be completed under the supervision of a proctor. Please provide information on your designated proctor. ALL information must be filled in; otherwise, your request will not be processed.

Date _____________________________ Student I.D. ______________________________________________

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Course Information:

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