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Saturday, March 4, 2017
Chapter 4: Social Structure and Social Interaction
People are influenced by the norms and beliefs of their cultures and society. This influence can take a more personal and intimate level or a more general and widespread level that affects large numbers of people. Sociologists who study the affect of social life on society use two approaches, macrosociology (focusing on broad features of social structure) and microsociology (concentrating on small-scale, face-to-face social interactions). Functionalists and conflict theorists tend to use the macrosociological approach, while symbolic interactionists are more likely to use the microsociological approach. Although most sociologists specialize in one approach or the other, both approaches are necessary for a complete understanding of social life.
Using the macrosociological approach, functionalists and conflict theorists examine the more expansive aspects of social structure. It refers to a society’s framework, consisting of the various relationships between people and groups that direct and set limits on human behavior.
The major components of social structure include culture, social class, social status, roles, groups, and social institutions. Social structure guides people’s behaviors. A person’s location in the social structure (his or her social class, social status, the roles he or she plays, and the culture, groups, and social institutions to which he or she belongs) underlies his or her perceptions, attitudes, and behaviors. People develop these perceptions, attitudes, and behaviors from their place in the social structure, and they act accordingly. All of the components of social structure work together to maintain social order by limiting, guiding, and organizing human behavior.
Social institutions are the organized, usual, or standard ways by which society meets its basic needs. In industrial and postindustrial societies, social institutions include the family, religion, law, politics, economics, education, science, medicine, the military, and the mass media. Functionalists and conflict theorists disagree over the purposes and effects of social institutions. According to functionalists, social institutions exist because they meet universal group needs. Conflict theorists view social institutions as the primary means by which the elite maintains its privileged position. Social structure is not static. It responds to changes in culture, technology, economic conditions, group relationships, and societal needs and priorities.
Structural changes can, sometimes, fundamentally and permanently alter the way a society organizes itself. Emile Durkheim demonstrated this with the concepts of mechanical and organic solidarity; Ferdinand Tonnies used the constructs of Gemeinschaft and Gesellschaft.
While functionalist and conflict theorists tend to explore broad features of social structure from a macrosociological perspective, symbolic interactionists are more inclined to examine small- scale, face-toface social interactions from a microsociological perspective. Symbolic interactionists are especially interested in the symbols that people use to define their worlds and how these definitions, in turn, influence human behavior. For symbolic interactionists, this may include studying stereotyping, personal space, and touching.
Stereotypes are assumptions that people make about other people based on previous associations with them or people with similar visible characteristics. Stereotypes may also be based on what they have been “told” about “such people.” These assumptions may be accurate, semi-accurate, or completely inaccurate. Stereotypes affect how people define and treat other people. They influence how these “other people” define themselves and adjust their behaviors accordingly. Stereotypes based on gender, race, ethnicity, ability, and intelligence are particularly widespread and profoundly consequential in today’s society.
According to symbolic interactionists, people surround themselves with a “personal bubble” that they carefully protect by controlling space, touching, and eye contact. Anthropologist Edward Hall studied how human groups have different perceptions of personal space and how much physical distance they use to keep
physically apart from people in specific situations. Frequency of touching also differs across cultures. Furthermore, the meaning of touching differs not only across cultures, but also within cultures. People also protect their “personal bubble” by controlling eye contact. This includes the length of contact and whether it is direct or indirect.
Erving Goffman developed dramaturgy, an analytical approach that analyzes social life in terms of the stage. According to Goffman, everyday life consists of social actors playing assigned roles. At the core of Goffman’s approach is impression management, or how people try to control other people’s impressions of them through sign-vehicles (social setting, appearance, and manner), teamwork, and face-saving behavior. Symbolic interactionists contend that reality is subjectively created by people’s perceptions of “what is real.” People define their own realities and then live within those definitions. The social construction of reality refers to how people construct their views of the world. Ethnomethodology is the study of how people use background assumptions (deeply embedded common understandings concerning people’s views of the world and how they ought to act) to make sense out of life. Because social structure and social interaction influence human behavior, macrosociology and microsociology are essential to understanding social life.
Chapter Outline
I. Levels of Sociological Analysis
A. Macrosociology places the focus on large-scale features of social structure. It investigates largescale social forces and the effects they have on entire societies and the groups within them. It is utilized by functionalist and conflict theorists.
B. Microsociology places the emphasis on social interaction, or what people do when they come together. Symbolic interactionism uses this level of analysis.
C. Each yields distinctive perspectives, and both are needed to gain a more complete understanding of social life.
II. The Macrosociological Perspective: Social Structure
A. Social structure is defined as the patterned relationships between people that persist over time. Behaviors and attitudes are determined by our location in the social structure. Components of social structure are culture, social class, social status, roles, groups, and institutions.
B. Culture refers to a group's language, beliefs, values, behaviors, and gestures. It includes the material objects used by a group. It determines what kind of people we will become.
C. Social class is based on income, education, and occupational prestige. Large numbers of people who have similar amounts of income and education and who work at jobs that are roughly comparable in prestige make up a social class.
D. Social status refers to the positions that an individual occupies. A status may carry a great deal of prestige (judge or astronaut), or very little (gas station attendant or cook in a fast-food restaurant).
1. Status set refers to all the statuses or positions that an individual occupies.
2. Ascribed statuses are positions an individual either inherits at birth or receives involuntarily later in life. Examples include race, sex, and social class of parents.
3. Achieved statuses are positions that are earned, accomplished, or involve at least some effort or activity on the individual's part. Examples include becoming a college president or a bank robber.
4. Each status provides guidelines for how we are to act and feel.
5. Status symbols are signs that people use who want others to recognize that they occupy a certain status. For example, wedding rings that are worn, fancy cars, living in expensive homes, etc.
6. A master status—such as being male or female—cuts across the other statuses that an individual occupies. Status inconsistency is a contradiction or mismatch between statuses. A disability can become a master status for some. This condition can override other statuses and determines others’ perception of this person.
E. Roles are the behaviors, obligations, and privileges attached to a status. The individual occupies a status, but plays a role. Roles are an essential component of culture because they lay out what is expected of people, and as individuals perform their roles, those roles mesh together to form the
society.
F. A group consists of people who regularly and consciously interact with one another and typically share similar values, norms, and expectations. When we belong to a group we give up to others at least some control over our lives.
1. The control depends on the relationship and amount of interaction that we have with that group.
III. Social Institutions
A. Social institutions are society's standard ways of meeting its basic needs.
1. The family, religion, law, politics, economics, education, science, medicine, and the military all are social institutions.
2. In industrialized societies, social institutions tend to be more formal and in nonliterate societies, more informal.
3. Each institution has its own groups, status, values, and norms.
B. Social institutions are sociologically significant because they set limits and provide guidelines for our behavior.
C. The mass media is an emerging social institution; it influences our attitudes toward social issues, other people, and even our self-concept. Of interest is who controls the mass media. Functionalists would say that the mass media represent the varied interests of the many groups that make up the nation, while conflict theorists would see that the interests of the political elite are represented.
D. The functionalists and conflict theorists differ in how they see social institutions.
1. Functionalists view social institutions as established ways of meeting group needs (or functional requisites), such as replacing members; socializing new members; producing and distributing goods and services; preserving order; and providing a sense of purpose.
2. Conflict theorists look at social institutions as the primary means by which the elite maintains its privileged position.
E. Changes in social structure occur as culture changes because of evolving values, new technologies, innovative ideas, and globalization.
F. Many sociologists have tried to find an answer to the question of what holds society together.
1. Emile Durkheim found the key to social cohesion, the degree to which members of a society feel united by shared values and other social bonds, in the concepts of mechanical solidarity and organic solidarity. Mechanical solidarity is a collective consciousness that people experience as a result of performing the same or similar tasks, while organic solidarity is a collective consciousness based on the interdependence brought about by an increasingly specialized division of labor—that is, how people divide up tasks.
2. Ferdinand Tonnies analyzed how intimate community (Gemeinschaft) was being replaced by impersonal associations (Gesellschaft). Gemeinschaft is a society in which life is intimate; a community in which everyone knows everyone else and people share a sense of togetherness and Gesellschaft is a society dominated by impersonal relationships, individual accomplishments, and self-interest.
3. These concepts are still relevant today, helping us understand contemporary events such as the rise of Islamic fundamentalism.
IV. The Need for Both Macrosociology and Microsociology
A. To understand human behavior, it is necessary to grasp both social structure (macrosociology) and social interaction (microsociology).
B. Both are necessary to understand social life fully because each adds to our knowledge of human experience.
Do you think it is a good idea that university students should have a part-time job while they’re studying?
Nowadays, studying is more complicated and difficult. That acquires students to focus on their studying seriously. However, I believe that it is good for students to have a part-time job while they are in universities.
First, I must mention is that part-time job may give an amount of money to
students to help them cover their studying and their current life. You know
everybody has different situations and not everybody is rich. While students
are learning, students do need money for many purposes such as buying
specialized books, school fee, and so on. I think a part-time job is really an
effective tool to resolve these problems. Not only does part-time help
students to resolve economic problems but it also provides for students with
valuable life experience. Taking a part-time means facing up with our lives.
Life is not easy like we have ever thought. Working environment is much
different from classroom. Hence, we can learn experienced lessons which cannot
be learnt from textbooks. For example, when you take a part-time job as a
waiter. You cannot behave as if when you are at home. At least, you must know
polite manners, know how to respect the customers and yourself. Even though you
are a waiter in a restaurant also helps you improve your communication skills.
Second,
part-time jobs will provide you many valuable life lessons such as learning how to pay attention to the
small things ( e.g. you may take your time to do things that
you don’t usually do such as making you look tidy with your clothes and so on.), learning to manage your things that you have to
prepare for work ( e.g. you have already prepared your documents
before going to workplace.), learning to use your manners to say polite words such
as “please" and "thank you" going a long
way, and creating strong relationships with those around you. Next, you will
learn how to face with many kinds of
issues at workplace. For example, you may learn how to identify the
issues in order to make you clear about what the problem is, and to understand
the different people might have different views of the issues. And then you
will learn to list the issues from identification of interests. Understanding everyone’s
interests is the needs that you want satisfied by any given solution. The best
solution is the one that satisfies everyone’s interest, so you will learn how
to put down your differences for a while and listen to each other with the
intention to understand the problems.
Third,
it is about a high chance for you to find a better job at other places because
of your working experience. As you know, every job announcement is usually
looking for those who have at least two-year-working experience. If you have
experience, you will have high chance to be employed, but if you have no
experience, you will be hard to find a good job even though you have just
finished your Bachelor degree.
Fourth,
it is about a high chance to be promoted your position in a short period of
time if you work effectively. It is because you already have experience, so
they won’t be waiting to see how you work for them good or not.
To
sum up, working during your studying provides you many valuable life lessons
such as learning to pay attention to the small things, learning to manage your
things, learning to be polite and learning how to face with problems, and it is
very important for you to find a better job, easy to be employed, and quickly
to be promoted. On the other hand, you may not ask your parents for
money. You've changed yourself to be an independent person. Jobs form you to be
responsible, more self-disciplined. If a part-time job is suitable for your
studying branch, it can give you more practical knowledge of your studying, enhances
your knowledge. I strongly believe that taking a part-time job is a pretty good
idea for students while they are still studying.
Presentation Structure
Introduction
·
Capture your
listeners’ attention: Begin with a question, a funny
story, a startling comment, or anything that will make them pay attention and
think. Your audience will watch a lot of
presentations, so an attention-getter will make them sit up and listen.
·
Introduce
yourself and establish credibility. Tell the audience your background and why you are the right
person to deliver this presentation.
·
State your
central idea.
Let the audience know what the focus of your presentation will be about.
·
Explain to
the audience why the information presented is important. This will let your
audience know why they should take a personal interest in your presentation,
and will encourage them to pay attention.
·
Present an
outline of your talk.
You need to let the audience know what the main points of your
presentation are. This will make it
easier for them to follow along during your presentation.
Body
·
Present your
main points one by one in logical order.
· State a main
point, then follow it with supporting points. The supporting points will give more information about the
main point.
·
Pause at the
end of each point. Pauses give people time to take
notes, or time to think about what you are saying.
·
Make it
absolutely clear when you move to another point by using transitions (also
known as “signposts”). Transitions will help the audience to follow along and to
understand how your main points are connected.
· Make
reference to and clearly explain your visuals.
If you include visuals in your
PowerPoint presentation, such as charts, graphs, or pictures, you need to
explain to the audience how they tie in to your presentation.
Conclusion
·
Announce to
the audience that you are coming to the end of your presentation.
·
Summarize
the main points. Very briefly review the main points
that you talked about in your presentation.
Do not give any new information, review what the audience already heard.
·
Refer back
to your introduction. This will tie the end of your presentation to the beginning
of the presentation, which helps your audience to remember what you talked
about.
·
Thank the
audience.
·
Invite
questions. Be prepared to take questions from the audience about the
content of your presentation.
Parts of a Presentation: Introductions
Attention-Getter, Establish Credibility, Central Idea, Importance of Topic, Outline of Main Points
Introduction
#1:
Cancer can affect
anyone, but informing yourself about the warning signs and how your lifestyle
can increase your chances of developing cancer will give you a better
understanding of how to protect yourself and your loved ones.
________________________
I have spent the
past 10 years working in the cancer research field. ______________________
Cancer is a very
serious disease that can be prevented and treated by lifestyle choices and
early detection. _______________________
I will discuss
what cancer is, ways to prevent cancer growth, and the different types of
treatment for cancer. _______________________
According to
estimates from the International Agency for Research on Cancer (IARC), there
were 12.7 million new cancer cases in 2008 worldwide. By 2030, the global burden is expected to
grow to 21.4 million new cancer cases.
More than half of all cancer cases and deaths worldwide are potentially
preventable. _____________________
Introduction
#2:
I have spent the last few weeks researching
the challenges of malnutrition among Cambodian garment factory workers._____________________
How many of you feel like you had
enough to eat this morning? How about
yesterday? Did you consume enough
calories to be able to do your job, or go to school, or take care of your
family? _____________________
First I will share my research on
the current situation regarding the working conditions at garment factories and
the challenges that arise from it. Then
I will discuss the detrimental effects of malnutrition on individual workers,
and our society as a whole. Finally, I
will offer some solutions to this issues.
_____________________
Malnutrition among
Cambodian garment workers is a serious public health issue that needs to be
addressed by society.
_____________________
The clothes that you are
wearing today may have been made by a woman who was hungry and ill. In order to move forward as a country, we
need to take care of the people who work in both public and private sectors so
that they can be strong, contributing members of society. _____________________






