© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin Chapter 5 Social Groups and Formal Organizations

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Learning Objectives 5.1 Discuss the main characteristics of primary groups, secondary groups, in- groups and out-groups, reference groups, and social networks 5.2Summarize the characteristics of bureaucracies, their dysfunctions, and goal displacement; also contrast ideal and real bureaucracy

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Learning Objectives Continued 5.3 Discuss humanizing the work setting, fads in corporate culture, the “hidden” corporate culture, and worker diversity 5.4Summarize major issues in the technological control of workers

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Learning Objectives Continued 5.5Be familiar with the effects of group size on stability, intimacy, attitudes, and behavior; types and styles of leaders; the Asch experiment on peer pressure; the Milgram experiment on authority; and the implications of groupthink

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.1 Groups within Society Primary Groups Secondary Groups In-Groups and Out-Groups Reference Groups Social Networks

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.2—Primary Groups Family and Friends Produce a Mirror Within

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. The outstanding trait that these three people have in common does not make them a group, but a category.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Primary groups such as the family play a key role in the development of the self. As a small group, the family also serves as a buffer from the often-threatening larger group known as society. The family has been of primary significance in forming the basic orientations of this couple, as it will be for their son.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.1—Secondary Groups Larger, Formal, and Impersonal May Transform into Primary Groups

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Secondary groups are larger and more anonymous, formal, and impersonal than primary groups. Why are these cyclists lined up at the start of a race an example of a secondary group?

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Aggregates are people who happen to be in the same place at the same time.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. How our participation in social groups shapes our self-concept is a focus of symbolic interactionists. In this process, knowing who we are not is as significant as knowing who we are.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.1—In-Groups and Out-Groups In-groups –We feel loyalty –Shape our perception of right and wrong –“Us” Out-groups –We feel antagonism –“Them”

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.1—Reference Groups Evaluate Ourselves Family, Neighbors, Teachers, Classmates

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. All of us have reference groups—the groups we use as standards to evaluate ourselves. How do you think the reference groups of these members of the KKK who are demonstrating in Jaspar, Texas, differ from those of the police officer who is protecting their right of free speech? Although the KKK and this police officer use different groups to evaluate their attitudes and behaviors, the process is the same.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.1—Social Networks Social Network –People Linked to One Another Six Degrees of Separation

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. The smallest part of social networks is our friends and acquaintances, the people we hang out with and do things together. This part of our social networks overlaps with and forms a core part of our reference groups. From these two photos, can you see how the reference groups and social networks of these youths are not likely to lead them to the same social destination?

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.2 Bureaucracies The Characteristics of Bureaucracies “Ideal” Versus “Real” Bureaucracy Goal Displacement and the Perpetuation of Bureaucracies Dysfunctions of Bureaucracies

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.2—The Characteristics of Bureaucracies Separate levels, with assignments flowing downward and accountability flowing upward A division of labor Written rules Written communications and records Impersonality and replacability

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. When people learn of opportunities, they share this information with their networks. Opportunities then flow to people whose characteristics are similar to theirs.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. When society began to be rationalized, production of items was broken into its components, with individuals assigned only specific tasks. Shown in this wood engraving is the production of glass in Great Britain in the early 1800s.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.2—Goal Displacement and the Perpetuation of Bureaucracies Bureaucracies may take on a life of their own Goal displacement

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved.

The March of Dimes was founded by President Franklin Roosevelt in the 1930s to fight polio. When a vaccine for polio was discovered in the 1950s, the organization did not declare victory and disband. Instead, its leaders kept the organization intact by creating new goals—first “fighting birth defects,” and now “stronger, healthier babies.” Sociologists use the term goal displacement to refer to this process of adopting new goals.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. McDonald’s in Tel Aviv, Israel.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.2—Dysfunctions of Bureaucracies Red Tape Lack of Communication Between Units Bureaucratic Alienation Resisting Alienation The Alienated Bureaucrat Bureaucratic Incompetence –Peter Principle

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Technology has changed our lives fundamentally. The connection to each telephone call used to have to be made by hand. As in this 1939 photo from London, England, these connections were made by women. Long-distance calls, with their numerous hand- made connections, not only were slow, but also expensive. In 1927, a call from New York to London cost $25 a minute. In today’s money, this comes to $300 a minute!

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. How is this worker trying to avoid becoming a depersonalized unit in a bureaucratic-economic machine?

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.3 Working for the Corporation Self-Fulfilling Stereotypes in the “Hidden” Corporate Culture Diversity in the Workplace

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.3—Self-Fulfilling Stereotypes in the “Hidden” Corporate Culture Self-Fulfilling Stereotypes and Promotions

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Bureaucracies have their dysfunctions and can be slow and even stifling. Most, however, are highly functional in uniting people’s efforts toward reaching goals.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. The cultural and racial–ethnic diversity of today’s work force has led to the need for diversity training.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.4 Technology and the Control of Workers: Toward a Maximum-Security Society Technology allows bosses to monitor millions of workers

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Candidates for jobs are sometimes rejected when the prospective employer finds negative images or information on social media sites.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.6 Group Dynamics Effects of Group Size on Stability and Intimacy Effects of Group Size on Attitudes and Behavior Leadership The Power of Peer Pressure: The Asch Experiment

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.6 Group Dynamics Continued The Power of Authority: The Milgram Experiment Global Consequences of Group Dynamics: Groupthink

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.6—Effects of Group Size on Stability and Intimacy Dyad: Two People Triad: Three People –Stability –Coalitions More Group Members  More Stability

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Group size has a significant influence on how people interact. When a group changes from a dyad (two people) to a triad (three people), the relationships among the participants undergo a shift. How do you think the birth of this child affected the relationship between the mother and father?

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved.

LO 5.6—Effects of Group Size on Attitudes and Behavior Increase in Size Increases Formality Increase in Size Diffuses Responsibility

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.6—Leadership Types of Leaders –Instrumental –Expressive Leadership Style –Authoritarian –Democratic –Laissez-faire

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. As I was walking in Vienna, a city of almost 2 million people, I heard a crashing noise behind me. I turned, and seeing that a man had fallen to the sidewalk, quickly snapped this picture. You can see strangers beginning to help the man. This photo was taken about three seconds after the man fell. Through the Author’s Lens Helping a Stranger

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Two strangers are helping the man, with another two ready to pitch in. They have all stopped whatever they were doing to help a man they did not know.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. The man is now on his feet, but still a bit shaky. The two who have helped him up are still expressing their concern, especially the young woman.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. By this point, the police officer has noticed that I have been taking photos. You can see him coming toward me, his hand on whatever he is carrying at his hip, his shoulders back, glowering and ready for a confrontation. He asked, “What are you doing?” I said, “I am taking pictures” (as though he couldn’t see this). He asked, “Do you have to take pictures of this man?” I said, “Yes,” and hoping to defuse the situation, added, “I’m a sociologist, and I’m documenting how people help each other in Vienna.” He grunted and turned away. This photo really completes the series, as this individual was acting as the guardian of the community, placing a barrier of protection around the participants in this little drama.

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Adolf Hitler, shown here in Nuremberg in 1938, was one of the most influential—and evil—persons of the twentieth century. Why did so many people follow Hitler? This question stimulated research by Stanley Milgram (discussed in the text on pages 165– 166).

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.6—The Power of Peer Pressure: The Asch Experiment Conformity –Experiment in Which Respondents Often Conformed to a Group of Strangers

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved.

LO 5.6—The Power of Authority: The Milgram Experiment Milgram found that participants would “hurt” strangers by following the authority of the scientist

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. In the 1960s, social psychologists did highly creative but controversial experiments. This photo, taken during Stanley Milgram’s experiment, should give you an idea of how convincing the experiment was to the “teacher.”

© 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 5.6—Global Consequences of Group Dynamics: Groupthink Groupthink –Collective Tunnel Vision