Chapter 5: social interaction



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  • CHAPTER 5: SOCIAL INTERACTION

  • I. INTRODUCTION

  • II. SOCIAL STRUCTURE AND SOCIAL INTERACTION

  • III. THE MICROSOCIOLOGICAL PERSPECTIVE

  • IV. THE FIRST EXAM

  • I. INTRODUCTION

  • A. The Schedule for Today and Thursday:

  • 1. Chapter 5: Social Interaction

  • 2. Exam #1

  • II. Social Structure and Social Interaction

  • A. What is a level of analysis?

  • 1. how _________ the social group is that is being studied

  • B. ___________________________: the study of large-scale groups, organizations or social systems

  • 1. focuses on broad features of __________________________________, such as social class and the relationships of groups to one another

  • 2. focuses on large groups and the effects of large scale forces on _______________________

  • B.3. Macrosociology Research Topics: how television portrayals of _____________________ have changed over time; how technological changes have affected _____________________________

  • 4. _________________________________

  • C. ____________________________: the study of human behavior in contexts of face-to-face interaction; focuses on social interaction among smaller groups of people

  • 1. Research Topics: how a ____________________ interacts with a son versus a daughter; __________ in a fast food restaurant

  • 2. _________________________________ theory and related theories

  • D. What Holds Society Together?

  • 1. _____________________________: degree to which members of a group or society feel united by shared values and other social bonds

  • 2. social structures (gender, race, class, etc.) ________________ social interaction, and social interaction ___________________ social structures (socializing kids using gender stereotypes) and sometimes ___________________ social structure (civil rights marches changed some values and norms about race in the U.S.)

  • III. MICROSOCIOLOGICAL PERSPECTIVE

  • A. Research Focus: _______________________ interaction in small groups

  • B. Symbolic ___________________________: examine symbols people use to define their worlds, how they look at things, and how that affects their behavior

  • 1. _______________________: assumptions of what people are like, based on previous association with them or people with similar characteristics, or based on information, whether true or false; e.g. gender stereotypes

  • C. Edward Hall and ________________________________: how people define the boundaries around themselves and how they use this area around them

  • 1. _____________________: the physical space individuals maintain between themselves and others

  • a. __________________ distance (less than 18 inches)

  • b. __________________ distance (1.5-4 feet)

  • c. __________________ distance (4-12 feet)

  • d. ____________________ distance (12+ feet)

  • 2. personal space in ______________________________

  • D. Erving Goffman and ________________________: socialization prepares people for performing on the stage of everyday life

  • 1. _____________: the expected behaviors of people occupying particular social positions

  • 2. ____________________: the social honor or prestige that a particular group is accorded by other members of a society

  • D.3. social __________________: the social identity an individual has in a given group or society

  • 4. _________________________________: settings of social activity in which people seek to put ona definite “performance” for others; the place where performances are given

  • D.5. _____________________________: areas apart from front-region performance in which individuals are able to relax and behave informally; the place where people rest from their performances, discuss their presentations, and plan future performances

  • a. What are the front and back stages in this class for each role?

  • b. What stages are used by college students seeking to establish romantic relationships? What happens there?

  • D.6. ________________________________________: preparing for the presentation of one’s social role; a person’s efforts to control the impressions others have of her or him

  • 7. _________________________________:

  • a. social setting

  • b. appearance and props

  • c. manner: attitudes

  • d. What sign vehicles did I use for impression management in this class?

  • E. Harold Garfinkel and __________________________________: the study of how people make sense of what others say and do in the course of day-to-day social interaction

  • 1. study how people use ___________________________________ to get through everyday life

  • 2. done by uncovering people’s _________________________________________ (taken for granted rules of behavior), often by violating these assumptions

  • 3. What background assumptions govern behavior in a dorm?

  • F. ______________________________ Analysis: the empirical study of conversations, employing techniques drawn from ethnomethodology

  • 1. examines details of naturally occurring conversations to reveal the organizational principles of __________________ and its role in the production and reproduction of social order

  • 2. used to study ____________________________, customer service calls, other daily interactions

  • 3. also a way to be really annoying at _____________________

  • G. ________________________________ of Reality: process by which people use their background assumptions & experiences to define what is real for them

  • 1. The __________________: “If people define situations as real, they are real in their consequences”

  • 2. example: __________________________________________

  • H. Public Interactions and Being “_________________________”

  • 1. Elijah Anderson: studying interactions between blacks and whites in the U.S., focusing on when one or more parties are viewed as __________________________

  • 2. What behavioral ______________ and signs matter?

  • a. __________________________, _____________, ________, companions, clothing, jewelry, other objects carried; movements; time of day or activity that “explains” a person’s presence

  • H.3. Who passes inspection as “______________”?

  • a. those who do not fit commonly accepted stereotypes of “_________________________”: children right away, women and white men take longer, black women, black men, and black male teenagers are last to pass this inspection

  • b. inspections may be __________________; a well-dressed middle aged white man can be a mugger

  • c. the definition of the situation is what matters, NOT whether someone is _____________________

  • H.4. aspects of ______________________ (race, gender, social class, etc.) shape this social interaction

  • 5. “___________________________” people learn the art of avoidance and other behaviors to reduce their felt vulnerability to crime and violence

  • 6. How would Anderson explain the shooting of Michael Brown by a white police officer in Ferguson, MO?

  • I. Impression Management in the Internet Age

  • 1. many social interactions now take place on social media, via text messages, or using other electronic media, rather than _____________________________

  • 2. ongoing ___________________ about whether this is positive or negative

  • 3. What do you see as the positive and negative aspects of this form of interaction?

  • I.4. How long do your Facebook posts, emails, etc. last?

  • 5. your ability to manage your ____________________________ is limited by the permanence of and potentially huge public audience for your Internet self and interactions with others, aka “going viral”

  • IV. The First Exam

  • A. Chapters 1, 3, 4, 5

  • B. 50 multiple choice questions

  • C. Distribution of questions:

  • 1. ~60%: both in class and in book

  • 2. ~20%: just in class

  • 3. ~20%: just in book

  • D. Types of Questions:

  • 1. who said what

  • 2. definitions

  • 3. major points from examples

  • 4. application of concepts to situations described in questions

  • 5. no dates or extremely specific questions about material just in the book


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