1. The Social and
Cultural World Unit
The Nature of

2. 1.0 The Nature of Society and Culture
· This first section of the Society and Culture course is designed for
students to learn the language and approach of Society and
Culture.
· By learning the language and approaches of Society and Culture
it enables students to develop SOCIAL AND CULTURAL
LITERACY.
· Social and Cultural literacy is a set of skills a student acquires to
simply recognise and accept differences without making value
judgments and to be able to research effectively. It is summarised
in the following diagram:

3. 1.1 Society and Culture is Conceptually Based
· The first step in developing Social and Cultural literacy is to
learn the language of Society and Culture- The Concepts.
· Society and Culture is different from many subjects that you
have done as it has concepts that you need to understand
rather than facts to memorise.
· At first you need to learn the FUNDAMENTAL CONCEPTS that
underlie the whole Society and Culture course.
· Then it is expected that you learn additional concepts
throughout each unit.
· ONCE A CONCEPT IS LEARNED YOU NEED TO BE ABLE
TO APPLY IT AS MUCH AS POSSIBLE right up to and
beyond the HSC exam.
· Once you identify an issue you should be able to describe and
explain it through the concepts.

4. The Simpsons- an introduction to the Society and Culture Course Concepts
“Bart Gets an F”
Persons
1 Describe the roles and status of each of the following characters in this Simpsons
episode.
a) Bart
b) Marge and Homer
c) Ms Krababble
d) Martin
e) Otto
Society
2 What are the different social groups Bart interacts with each day and what are the
factors that make him a member of the groups?
Culture
3 What culture is the Simpons parodying?
4 What evidence is there to suggest that this the culture in which it is set?
5 What are some core values and beliefs that are potrayed in the Simpsons family?
Environment
6 Describe the area where the Simpsons live.
7 What if the Simpsons were set in a rural area, would the characters interactions and
personalities be any different? Why/Why not?
Time
8 This episode first aired in 1990. Hasve many things changed in 20years in the society
Bart is potrayed in?
9 Is schooling still the same for many people?
Power
10 How does Martin’s personality change? Why would he allow this to occur?
Authority
11 Why is Ms Krabapple able to keep Bart in the 4th grade even though Bart does not
want this to occur?
12 Who are some other people who are allowed to make decisions on Bart’s behalf?
Gender
13 What role does Marge play in the Simpons household?
14 What role does Homer play in the Simpsons household?
15 What sex is often perceived as mischievous in the Simpsons?
16 What sex is portrayed as responsible?
Technology
17 List some technologies that have influenced the work and leisure of the Simpsons
family.

5. The Fundamental Concepts of Society and Culture
Interactions of the Compulsory and Additional Concepts.
Environment
Power
Persons + Society +
Gender Authority
Culture
Technology
Time

6. The Fundamental Concepts
Concept My Definition Actual Definition
Persons
Society
Culture
Environment
Time

7. Concept My Definition Actual Definition
Power
Authority
Gender
Technology

8. PERSONS: This refers to the individuals who make up a society. What is
important is that every person, regardless of commonalities they have with
everyone, are unique and have different roles and status within a society.
SOCIETY: This concept refers to the way people interact with each other and
organise themselves based on commonalities. Another term used is Social
Group, as it is the groups, networks, institutions, organisations, and systems
that people use to link themselves with other people.
CULTURE: This concept generally refers to the values, arts, technology, laws
and beliefs that bind a society together. Culture can include artefacts
(physical expressions of their society-tattoos, clothing, buildings etc) and
mentefacts (non-physical- values, beliefs, customs etc)
ENVIRONMENT: This concept generally refers to the physical and
psychological setting of a society. Physical may include rural or city
environments, whereas psychological could include growing up in a violent
home.
TIME: Time is a constant in all societies and cultures. In our western way of
thinking we choose to measure it in the linear model of past, present, and
future. In Society and Culture time refers to continuity and change.

9. POWER: The easiest way to understand power is to think about what it is
that allows people to bring others to do things they may not normally do. It
involves a capacity to influence others to follow a course of action or a point
of view they would not otherwise follow. Think of peer pressure.
AUTHORITY: Authority implies a legitimate use of influence and
or/persuasion. Someone in authority has permission (implied or directed) to
make decisions; someone in power would make decisions regardless of what
those affected by the decision think.
GENDER: This concept refers to how society constructs the differences
between men and women. It is not the physical differences but the values
society places on those differences. For example, society accepts males as
tough and boisterous while women are seen as meek and shy. These beliefs
only have meaning because society gives them one, not because they are
based on facts.
TECHNOLOGY: Technology means the tools that make life easier for both
work and leisure. Some societies have simple tools whereas others
completely rely on sophisticated tools.

10. Concepts of Micro and Macro Worlds
· Your Micro World is your immediate sphere of influence.
· It includes all the people, groups, social settings, and
experiences that you interact with and see first hand.
· Your Macro World is the sphere of indirect influence.
· It includes laws, governments, governing bodies, media, cultural
expectations, big business, world events that you do not directly
participate in, but they continue to have a significant level of
influence on you.
My Macro World
My Micro World

11. My Macro World
My Micro World

12. Homework- Applying the Concepts to the Social Environment of a School
Due:
Persons
1) List the key people that make up a school and describe their roles?
2) What other key people could influence a school?
Society
3) Of the people who you interact with at school:
a. Who would you interact with outside the school setting? Why?
b. Who would you NOT interact with outside the school setting? Why?
4) What are some common things you have with all the people in the school setting?
Culture
5) What are some physical (artefacts) signs in a school that display our culture?
6) What are some common beliefs and values (mentefacts) that most people at school
share?
Environment
7) Describe the physical setting of the school and the area students are drawn from.
8) What is the psychological environment like at St Mary’s? Is it different to your previous
school?
Time
9) How have you changed through your junior high school years?
10) What has remained the same?
Power
11) Describe an instance of a situation at school where you were pressured to do
something you would normally not do. Why did you do it??
Authority
12) What people have the right to make decisions on your behalf in relation to school?
Gender
13) What evidence is there at school to show that we place different values and
expectations on each gender?
Technology
14) List all the tools that are necessary for you to function at school?
15) Of the list you made, how many are absolutely required and how many do you not
need?

13. 1.2 How Society and Culture applies social and cultural
research methodologies
· Another aspect of becoming socially and culturally literate is for
students to become good social and cultural researches.
· There are two approaches in conducting social and cultural
research:
o SECONDARY RESEARCH: We find out information from
books, journals, magazines, newspapers, pamphlets,
internet sites etc. In other words we research by studying
OTHER people’s views and findings.
o PRIMARY RESEARCH: The best tool a Society and
Culture student has is the ability to find out information
first hand through primary research. Society and Culture
students can find information first hand through
interviews, questionnaires, observations, statistical
analysis, content analysis etc.
· So, it is important to realise a large part of Social and Cultural
Literacy is in your ability to conduct research both primary and
secondary.

14. 1.3 How Society and Culture integrates cross-cultural
studies
· A large part of social and cultural literacy is for you to explore
views/issues from A DIFFERENT PERSPECTIVE TO YOUR
OWN. This is called cross-cultural studies.
· Cross-cultural perspectives range from the differing
perspectives and experiences between
o boys and girls
o rural and city people
o generations
o different cultures
o other countries etc.
· Having a cross-cultural perspective is an important aspect
especially here in Australia because of MULTICULTURALISM.
· What is Australian multiculturalism?
· According to the department of immigration

15. “Australian multiculturalism describes the government's approach to
Australia's culturally diverse society. It means you don't have to
be the same as everyone else to belong. It emphasises the
principle of fair treatment and equal opportunity, and the benefits
arising from our diversity. Multiculturalism emphasises a balance
between rights and responsibilities. All Australians should be
united by a commitment to a shared future, an overriding loyalty
to our nation, its democratic institutions and values, and support
for the rule of law with English as our common language.” Source: DMIA. 2005 Multicultural Australia - frequently asked questions http://www.immi.gov.au/faq/multicult/index.htm (accessed
7/02/2006)
· By understanding the experiences of other cultural perspectives
it makes the student more able to interact with many people in a
positive way, thus avoiding CONFLICT.

16. “Australian multiculturalism describes the government's approach to
Australia's culturally diverse society. It means you don't have to
be the same as everyone else to belong. It emphasises the
principle of fair treatment and equal opportunity, and the benefits
arising from our diversity. Multiculturalism emphasises a balance
between rights and responsibilities. All Australians should be
united by a commitment to a shared future, an overriding loyalty
to our nation, its democratic institutions and values, and support
for the rule of law with English as our common language.” Source: DMIA. 2005 Multicultural Australia - frequently asked questions http://www.immi.gov.au/faq/multicult/index.htm (accessed
7/02/2006)
“Australian multiculturalism describes the government's approach to
Australia's culturally diverse society. It means you don't have to
be the same as everyone else to belong. It emphasises the
principle of fair treatment and equal opportunity, and the benefits
arising from our diversity. Multiculturalism emphasises a balance
between rights and responsibilities. All Australians should be
united by a commitment to a shared future, an overriding loyalty
to our nation, its democratic institutions and values, and support
for the rule of law with English as our common language.” Source: DMIA. 2005 Multicultural Australia - frequently asked questions http://www.immi.gov.au/faq/multicult/index.htm (accessed
7/02/2006)
“Australian multiculturalism describes the government's approach to
Australia's culturally diverse society. It means you don't have to
be the same as everyone else to belong. It emphasises the
principle of fair treatment and equal opportunity, and the benefits
arising from our diversity. Multiculturalism emphasises a balance
between rights and responsibilities. All Australians should be
united by a commitment to a shared future, an overriding loyalty
to our nation, its democratic institutions and values, and support
for the rule of law with English as our common language.” Source: DMIA. 2005 Multicultural Australia - frequently asked questions http://www.immi.gov.au/faq/multicult/index.htm (accessed
7/02/2006)

17. 1.4 How Society and Culture Combines Personal
Experience and Public knowledge
· Another aspect in social and cultural literacy is in your ability to
combine PERSONAL EXPERIENCE and PUBLIC
KNOWLEDGE.
· As an individual you have come to know how to function and
develop through society. You have done this through
experiences that you have encountered as you have grown and
developed. Further, you have probably learnt other things
through possible research you’ve done through books, or from
some television program watched and/or magazine articles read.
· The first point is referred to as PERSONAL EXPERIENCE. This
is where you learn from things you have done and seen first
hand.
· The second point is PUBLIC KNOWLEDGE. This is where you
have learnt things not from personal experience, but from
consulting sources such as books, journals, other people,
newspapers, movies etc.
· Throughout Society and Culture a balance between personal
experience and public knowledge is required for valid
responses.
· Too much emphasis on your personal world will make your
arguments shallow and superficial.
· Support your personal experiences with material from the public
realm. This will make anything you do seem informed and
intelligent!

20. Personal Experience and Public Knowledge
Read the Article Bad Girls
1) List down the key points the article is stating about violence
and adolescent girls.
2) Does this piece of public knowledge ring true of your personal
experience of adolescent girls? Justify.
.

22. 1.5 How Society and Culture is interdisciplinary, drawing upon the following disciplines
Secondary Research Exercise
Conduct some secondary research on the following academic disciplines and description of what they entail. List some vocations that are associated
with each discipline.
Academic Discipline Description Vocations Source of Information
Anthropology
Sociology
Psychology
Philosophy
Cultural Studies
Media Studies
Communications
Social Ecology

23. 2.0 Applying Social and Cultural Research
Methodologies
2.1 The Process of Social and Cultural Research
It is the way we go about finding out things we do not know in the
area of society and culture. The major piece of social and cultural
research you will undertake is your Personal Interest Project (PIP)
in year 12.
There is a process involved in social and cultural research that, at
this stage, you only have to be aware of.
1. Clearly define your topic or question. Try to be specific
You need to know exactly what you are researching. By focusing
in on an exact topic and being specific as possible makes
researching so much easier.
2. Start planning. Break your research into manageable
sections. Set yourself achievable targets.
Without a plan you get lost. By planning research into
manageable chunks you can complete it on time. This is very
important for assessment task and deadlines in the real world.
3. Start reading secondary research on your topic
By reading what other people have done in your area helps you
get an idea of what you want done. Are there approaches you
like? Are there ideas you want to explore further?
4. Choose your methodologies. Make sure they are
appropriate.
Remember in SOC a well-rounded response is based on personal
experience and public knowledge. Researches have many tools
they use to get the personal experience. Choosing the right
method is important so that you get the right data for the project
you are undertaking.

24. 5. Collect relevant facts
Keep all data collected that is clearly related to your topic.
Straying off a topic just causes headaches and makes you loose
motivation.
6. Organise and interpret all the data you have collected
Once you have collected your data you need to convert it into
meaningful information. By organizing your data logically you can
look for patterns and relationships. By doing this you can come up
with excellent conclusions
7. Evaluate your methodologies and the way you have used
them
A good researcher recognises the limits of their research
methods. They constantly look at how they did things, what
worked and what can be done better?
8. Present your findings using a variety of relevant forms of
communication.
Finally, you need to let the world know what you have found. By
presenting your findings in all different ways such as graphs,
tables, diagrams, photos etc everybody can see how you came
up with your conclusions and then become informed.

25. Present your findings using a variety of
relevant forms of communication.
Keep all data collected that is clearly related
to your topic. Straying off a topic just causes
headaches and makes you loose motivation.
Choose your methodologies. Make sure
they are appropriate.
Once you have collected your data you need
to convert it into meaningful information. By
organizing your data logically you can look for
patterns and relationships. By doing this you
can come up with excellent conclusions
Collect relevant facts
Without a plan you get lost. By planning
research into manageable chunks you can
complete it on time. This is very important for
assessment task and deadlines in the real
world
Evaluate your methodologies and the way
you have used them
You need to know exactly what you are
researching. By focusing in on an exact topic
and being specific as possible makes
researching so much easier.
Start planning. Break your research into
manageable sections. Set yourself
achievable targets.
Finally, you need to let the world know what
you have found. By presenting your findings
in all different ways such as graphs, tables,
diagrams, photos etc everybody can see how
you came up with your conclusions and then
become informed.
Clearly define your topic or question. Try
to be specific
By reading what other people have done in
your area helps you get an idea of what you
want done. Are there approaches you like?
Are there ideas you want to explore further?
Start reading secondary research on your
topic
Remember in SOC a well-rounded response
is based on personal experience and public
knowledge. Researches have many tools
they use to get the personal experience.
Choosing the right method is important so that
you get the right data for the project you are
undertaking.
Organise and interpret all the data you
have collected
A good researcher recognises the limits of
their research methods. They constantly look
at how they did things, what worked and what
can be done better?.

26. 2.2 The methodologies and techniques of research
Quantitative Research and Qualitative Research
Quantitative Research
Quantitative research is research that is easily measurable and is
concerned with being objective thus, it removes itself from the
source. The data collection tools include questionnaires, statistical
analysis etc. The information presented is often numerical (quantity)
usually as graphs tables, and statistics.
Qualitative Research
Qualitative Research is more interested in the subjective
experiences of people, therefore, it is not removed from the source.
The data collection tools are often interviews and observations thus,
the information presented is often in the form of descriptions,
quotes and reflections on observations.
Differentiating Quantitative and Qualitative Research
Quantitative Methodologies:
• Data is removed from the source
and interpreted solely by the
researcher
• Reported using numerical data,
tables, graphs and diagrams
• use of survey, questionnaires and
statistics as their main techniques
• enable the collection of highly
specific data from large populations
• are easy to compare with other
studies
• rely heavily on the researcher’s
organisational skills in writing the
research questions, ie at the
beginning of the process
• Does not take into account
individual experiences
Qualitative Methodologies:
• Data is interpreted as close as possible
to the sources experiences
• Reported using descriptive prose,
quotations and summaries
• use personal interviews and observations
as their main techniques
• enable detailed data to be obtained, but
for a small populations only
• are difficult to compare with other studies
as it relates to a particular group, time,
place.
• rely heavily on the researcher’s
interpretive skills to understand the
complexities of the resulting data, ie
at the end of the process
• Can be to specific to one situation, broad
conclusions hard to make.

27. The Quantitative and Qualitative Continuum
The following shows that few methods are exclusively quantitative or qualitative.
Quantitative Methodologies:
• Data is removed from the source
and interpreted solely by the
researcher
• Reported using numerical data,
tables, graphs and diagrams
• use of survey, questionnaires and
statistics as their main techniques
• enable the collection of highly
specific data from large populations
• are easy to compare with other
studies
• rely heavily on the researcher’s
organisational skills in writing the
research questions, ie at the
beginning of the process
• Does not take into account
individual experiences
Qualitative Methodologies:
• Data is interpreted as close as possible
to the sources experiences
• Reported using descriptive prose,
quotations and summaries
• use personal interviews and observations
as their main techniques
• enable detailed data to be obtained, but
for a small populations only
• are difficult to compare with other studies
as it relates to a particular group, time,
place.
• rely heavily on the researcher’s
interpretive skills to understand the
complexities of the resulting data, ie
at the end of the process
• Can be to specific to one situation, broad
conclusions hard to make.

28. Qualitative Research
Quantitative Research
Advantages Disadvantages

29. Research Methods
At this stage an awareness of the main research methodologies is required:
Interviews
Essentially the way you find out information through an interview is by speaking one
on one with another person. You can have STRUCTURED INTERVIEWS, which basically
use the same questions for each participant or UNSTRUCTURED INTERVIEWS where
the interview is just a conversation. You can also have a combination of both.
Observation
This method is where you watch and record the way people behave in a particular
situation. There are two types of observation you can participate in. Firstly you can sit
back and observe from the outside looking in. This method can be quantitative as you
might have tally sheets and so on. The other type is PARTICIPANT OBSERVATION
whereby you actually get involved in the behaviour being observed unknown to the people
around you (sometimes they can know but it doesn’t change what they normally do).
Statistical Analysis
This is the most quantitative research method a person will adopt. This involves turning
raw data into meaningful observable forms; preferably in number form. You either use
descriptive statistics such as percentages, means/ averages, medians, frequencies etc
or convert them into tables, graphs and diagrams. The point is being able to interpret
the data by making generalisations and describing trends
Content Analysis
This is the method of converting visual and print material into statistics. For example a
researcher might watch television for a week and count how many shows potrayed
violence in that time frame..

30. Questionnaire
A questionnaire is a series of written down questions which is given out to
respondents. This can now be done by paper or computer. As soon as a researcher reads
the questions to a person it becomes a structured interview.
Depending on the type of questions used determines how qualitative or quantitative this
method is.
A) CLOSED QUESTIONS are quantitative and range from:
· YES/ NO responses e.g. Do you agree with John Howard’s stance on reconciliation
Yes/ No
· Multiple choice type questions e.g. Which of the following best describes your family a)
…b)…c)…d)…
· Lickert type questions (sliding scales)
e.g. Do you place your rubbish in the bin: ALWAYS, SOMETIMES, RARELY,
NEVER.
B) OPEN-ENDED QUESTIONS are qualitative as they get a broader response to your
topic:
· Describe any situation where you were discriminated against?
______________________________________________________
______________________________________________________
· How did this situation make you feel?
_______________________________________________________
_______________________________________________________
.

31. Primary Research
The Primary Research Methods
Method Definition Advantage Disadvantage

32. WHY THE MIDDLE CLASS GO INTO BAT FOR THEIR KIDS.
By Adele Horin
Article from the Sydney Morning Herald Thursday, February 6, 2003
For many parents Saturdays and
Sundays are the hardest days of the week.
That is when they confront the logistical
challenge of their children’s sport
commitments.
But new research shows it’s middle-class
children-and their harried parents- who
are most likely to be involved in the rush to
far-flung courts and fields.
Working-class parents, on the other
hand, tend to think that organised sport
detracts from family time and prefer activities
that keep the family together.
The study by Dr Maureen Harrington,
of the School of Leisure Studies at Griffith
University, Brisbane, will be presented to
next week’s conference of the Australian
Institute of Family Studies.
She found significant differences in
the hours that children from the “two
Australias” spent in organised sport,
unstructured play, and visits to friends. And
she found significant differences in parents’
attitude to leisure.
In middle-class families, children’s
sport took up nine hours a week. In low-income
families it occupied only 3.4 hours.
But unstructured play took up more than 10
hours a week in low-income families
compared with less than four hours in middle-class
families.
“The cost of playing sport does not
seem to be the principal reason for the
differences”, Dr Harrington said. “Low –
income families didn’t like the idea that one
of the children would be doing their own
thing instead of being with the family”.
Christine Griffiths knows both sides
of the story-a middle-class, university
educated mother of 14 –year old Llewelyn,
she lives and works in working-class
neighbourhoods.
Ms Griffiths coaches two cricket
teams. Her son plays cricket and Australian
Rules at representative level, and hockey.
“It’s about physical and mental health,
and increasing the likelihood of his
succeeding at school,” she said. “I am very
involved in my son’s life, and I also believe if
a kid can catch, he can read”.
But among her working-class friends and
clients, Ms Griffiths has noted other priorities.
“They have family things on, or they go to
weekend language class”.
Sometimes when the kids turn 14 or
15, they join organised sport because that’s
when they can get to games on their own”.
The qualitative study, based on in-depth
interviews with 18 families who kept
activity diaries, showed that middle-class
parents saw organised sport as an antidote to
television and computer games.
They also believed, like Ms Griffiths,
that sport inculcated life-long values, such as
teamwork and discipline, that would benefit
their children in school and work.
A low-income mother, on the other
hand, was concerned that her daughter “went
off for three hours at a time on her own” to
gymnastics. “She quite often didn’t have tea
with the family,” the mother said. “And I
really resented that… I don’t like the way
certain sports split the family up”.
She was happy when her daughter
gave up gymnastics.
The study showed that mothers,
fathers and children from low-income
families spent more than five hours a week
together visiting friends and relatives.
Middle-income families spent about 3.5 hours
together on social visits.
In 2000 the Australian Bureau of
Statistics published a large-scale study of
children’s sport and cultural activities, which
had indicated a similar class division over the
allocation of time.
Dr Harrington had wanted to explore
the reasons.

33. Questions
1. What type of research did Dr Harrington conduct, qualitative or
quantitative? Give examples to support your claim.
2. What was her method to get her information?
3. What other research method was mentioned in the article?
4. What are the advantages of the method used by Dr. Harrington?
5. How would you criticise Dr Harrington on the research methods she
adopted and on the results she published? (Disadvantages)
6. What type of questions would you ask in an interview or questionnaire
for this study?
7. What other research methods could Dr Harrington adopt? Explain?

34. Romantic Rebels Out of the Living-in-Sin bin.
By Adele Horin and Amanda Morgan
Article in the Sydney Morning Herald Thursday, 13 February 2003.
Only the rebellious young used to live
together before marriage. And when they
did tie the knot, their marriages were
more likely to fail than those which moved
from engagement party to wedding in
respectable fashion.
But now that most young people
live together before they marry the story
is different.
Researches now say those who
live together first are just as likely to have
enduring marriages, while cohabiters are
no less content than married couples.
David De Vaus, a senior research
fellow at the Australian Institute of Family
Studies, told the institute’s annual
conference in Melbourne yesterday that
unions of the two groups at the five and
10 year mark were about equally
successful. The Australian study covered
7500 people- 4500 who had never lived
together and 300 who did.
For those who had lived together
before tying the knot in the 1970’s, about
70 per cent of the marriages survived
after 10 years. This compared with 83
per cent of people who had proceeded
directly to the altar.
Over the decades the gap
diminished substantially, especially when
comparisons between the two groups
were made from the time couples started
living together.
This was important because the
chances of separation increased the
longer couples were together.
Janeen and Brendan Byrne, from
Surry Hills, met while travelling in
England. They started living together
three months later. “It was a geographic
and financial decision. We met in
London. Brendan went travelling almost
straight away. I moved to
Cambridgeshire,” Ms Byrne said. “He
came back, came to see me and never
left, basically. He had no money, I had
no money.”
There was no element of “testing”
the other partner before marriage in their
decision to live together. Ms Byrne said
potential nuptials did not cross their
minds at the time.
“I think people move in together
because they want to be together. It’s
just another step.”
The next step for Janeen and
Brendan- seven years later- was to
marry, which they did in November.
Tying the knot had changed little in
their relationship.“It’s an another level of
commitment to each other,” she said.
Ms Byrne said it was important to
live together before marriage.
“Otherwise you have a whole
learning curve to go through together,
getting to know each other’s likes and
dislikes, if they’re a slob or not,” she said.
“If you live together first you make an
educated decision based on the fact that
you know they’re a slob.”
In another study, Dr Mark Wooden
of the Melbourne Institute of Applied
Economic and Social Research found
that people who live together are just
about as happy as married people.
Dr Wooden said previous research
had shown them to be less happy- about
as miserable as single people- but now
they are resembling married couples.

35. Questions
1. What type of research do you think David De Vaus used, quantitative or qualitative?
2. What are the indicators, in the article, which show what type of research was conducted?
3. What research method do you think David De Vaus used?
4. What indicators were evident to suggest the method you identified?
5. Why would this study be able to withstand criticism? (hint: sample)
6. What type of questions do you think would have been asked for this study?
7. The article uses an example of Janeen and Brendan’s relationship. What type of research
method would you consider this to be?
8. The other study mentioned in the article was conducted by Dr mark Wooden. He did his
research on happiness. What type of research and methods would he have used to find out
if people were happy?
9. What methods would you use to find out if people are happy or not?

36. 60% of young to
shun marriage By ALEXANDRA SMITH
‘They were less optimistic about both
MOST Hunter high school students
future health and educational
would opt for a series of intimate
opportunities and indicated uncertainty
relationships over marriage, a study of
about. future social equity and the
2134 high school students revealed.
importance of religion,' Dr Perry said.
Students are optimistic about world
'Students were pessimistic about the
peace but question the importance of
environment, political processes and
religion and doubt the successful
the control of crime.'
control of crime.
Dr Perry's research also investigated
The study of high school students in
the impact of these issues and other
government and non-government
factors on students' feelings about the
schools across the Hunter Region was
future.
done by Graeme Perry, who was
He said positive feelings about the
recently conferred the degree Doctor
future were closely connected with
of Philosophy through the Faculty of
satisfaction with their lives at present.
Education at Newcastle University.
`Students' satisfaction with life was
Dr Perry said questionnaires on
related to school, family, background
issues including the environment,
factors and self-image,' Dr Perry said.
politics, health, peace, equity and
'Feelings of personal status and
education were completed by Years 7,
achievement at school, together with
9 and 11 students at. 19 Hunter
open communication, a lack of conflict
Schools.
and feelings of closeness at home
Dr Perry said that while the greatest
appeared to indicate greater
fear of these young people was their
satisfaction with life.'
own death, the general feeling was still
Young people want to be treated with
one of optimism for the future.
respect by their peers and have a high
'Sixty-three per cent of them felt
status within their group of friends.
positive about what lay ahead of them
Dr Perry said he was surprised to
and the majority of these were excited
discover 35% of students experienced
about what may come their way.'
anger between family members and
The questionnaires were completed
another negative influence was being
by the students in their classrooms
worried about school or feeling lonely
over three. days.
and upset.
More than. 50% of young Hunter
The study concluded that schools and
people would work as a volunteer in a
families make a significant
Third World country if it would help
contribution to the hopeful outlook of
attain peace and 22% considered
students and recommended ways
divorce to be likely.
schools could enhance this
Dr Perry said the students' next
contribution.
greatest fear after death was feeling
'School structure, organisation,
sad and suffering from depression.
administrative and classroom
`I think fear of your own death isn't
procedures may need to he modified to
really surprising but I think the fact
reduce students' negative feelings such
students fear sadness. depression and
as restlessness worry and depression,
feeling lonely is symptomatic of our
and to enhance students perception of
readiness to recognise that depression
achievements and personal status’, Dr
exists among young people and it is
Perry said
OK to have those feelings’, Dr Perry
said.
He said students were optimistic
about . world peace, technological
development, personal relationships
and personal finances.
Youthful
Thoughts
PEACE.
· 63% of students were prepared to go
without some things' to improve the
likelihood of peace
· 59% were prepared to work as a
volunteer in a Third World
country to help attain peace
NEW TECHNOLOGIES
· About three-quarters thought using
new technologies would be
important and enjoyable
· Only 27% considered new
technologies; would solve the
problems of the human race
RELATIONSHIPS .
· A happy marriage and home life
were considered important for
future happiness
· 60% said most people would rather
choose a series of intimate
relationships than marriage
FINANCES
· 59% said they would be
financially successful
· 33% were uncertain
· 8% expected to be
unsuccessful
STANDARD OF LIVING
· 54% said Australians would
enjoy a higher standard of
living in 14 future
GENDER
· Females were optimistic world
peace, personal relationships
and future education
· Males were more optimistic
about technology and personal
finances

37. Questionnaires
1. How many people did Dr Perry give the questionnaire out to?
______________________________________________________________________
2. Who were given the questionnaires?
______________________________________________________________________
3. What was Dr Perry’s topic?
______________________________________________________________________
4. What groups would you NOT give this questionnaire to? Justify.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. Do you think Dr Perry’s research was qualitative or quantitative? Justify.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
6. List THREE key findings of this study.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. Which students had a ‘greater satisfaction with life’?
______________________________________________________________________
______________________________________________________________________
8. What was Dr Perry’s explanation? Do you agree with it?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
9. Why do you think Dr Perry used a questionnaire as his method to research his topic?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. Based on the same topic as Dr Perry’s, construct a questionnaire that has 5 closed ended
questions and 5 open ended questions.

39. Observation- It’s a Mall World
1. Why does the director Lee Wilson believe that shopping Centres are perfect settings for
observation?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Why did the director choose Parramatta Westfields as a place to conduct observations?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. Describe some observations Lee Wilson made about the different subcultures.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. When the actors were asked to observe the people and their interactions in the food court
as animals, what were some of the descriptions they came up with?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

40. Observation in Maitland Mall –Data Sheet
Date___________________ Day _______________________ Time ___________________
1. Which gender is predominant in the mall at this time?
2. Circle the age group which is most predominant for males?
<10
11-15
16-20
21-30
30-50
>50
3. Circle the age group which is most predominant for females?
<10
11-15
16-20
21-30
30-50
>50
4. Briefly describe the activities of three women (include age, description, if possible the
situation)
5. Briefly describe the activities of three men (include age, description, if possible the
situation)
6. Is there any evidence of groups interacting? What are they doing?
7. Identify the ethnic composition of the people in the mall at this time.

41. 8. Observe 10 people wearing Jeans, 10 wearing shorts, and 10 wearing skirts in Maitland
Mall? Determine the footwear worn with this clothing. Tally your results in the table below
Jeans Shorts Skirts
Thongs
Sneakers
Sandals
Dress Shoes

42. Analysis of Observation Data
1. What is the predominant activity in the mall? Why?
2. What gender is predominant in the mall?
3. Why do you think this is the case?
4. What gender is predominantly involved with small children in the mall?
5. Why do you think this is the case?
6. What activities are men undertaking?
7. Do you feel the interactions in the Maitland Mall are highlighting typical gender roles in Australian society?
Justify your answer.
8. Is the ethnic composition typical of Australian Society? Justify.
9. Do you think the day and time would affect the age group and gender who are present in the mall? Give
reasons.
10. What percentage of people with jeans wore:
a. Thongs?
b. Sandals?
c. Sneakers?
d. Dress shoes?
11. What percentage of people with shorts wore:
a. Thongs?
b. Sandals?
c. Sneakers?
d. Dress shoes?
12. What percentage of people with skirts wore:
a. Thongs?
b. Sandals?
c. Sneakers?
d. Dress shoes?
13. What was the predominant type of footwear worn?
14. Why do you think this is the case?
15. Make a general comment on the appearance of people in the mall.
16. If you were to conduct the same observation in the Pitt Street Mall in Sydney, would you be expecting to
find differences compared to Maitland? Why?

43. Participant Observation
1. What is Patti Moore’s occupation?
2. How do you think Participant Observation helped in her occupation?
3. What where the “revelations” from her experiences during her Participant Observation?
4. Why is participant observation a good method to use by a social researcher in understanding the experiences of the elderly?
5. Do you think that Patti Moore has a good understanding of the needs for the elderly?
6. Is Participant Observation a qualitative or quantitative approach to research? Justify.

44. Indicate which of the following are Observation or Participant Observation
The researcher studies group discussing by watching
through a one way mirror.
The researcher joins a team meeting, sitting quietly in
a corner of the room while recording team member
contributions on a data collection form
The researcher, studying infection control in a surgical
ward, helps staff to change the bed linen.
Enables researcher understanding through active
involvement.
Does not require the presence of the researcher in the
study situation
Helps diminish the divide between researcher and
subject
Indicate which of the following are Observation or Participant Observation
The researcher studies group discussing by watching
through a one way mirror.
The researcher joins a team meeting, sitting quietly in
a corner of the room while recording team member
contributions on a data collection form
The researcher, studying infection control in a surgical
ward, helps staff to change the bed linen.
Enables researcher understanding through active
involvement.
Does not require the presence of the researcher in the
study situation
Helps diminish the divide between researcher and
subject

45. Interview
http://www.youtube.com/watch?v=zP0sqRMzkwo
http://www.youtube.com/watch?v=vj1NwHl_J6o
BILL CLINTON INTERVIEW Video
Sexism Content anlysis
http://www.youtube.com/watch?v=2PHxTr-59hE
http://www.youtube.com/watch?v=3exzMPT4nGI
http://www.youtube.com/watch?v=ou5Ens-qNRc
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47. Content Analysis
Content analysis is a technique for systematically analysing a piece of text. McNeill wrote that content
analysis "is a method of analysing the contents of documents or other non-statistical material in such a
way that it is possible to make statistical comparisons between them' (1985: 104-5). There are two
approaches to content analysis. Firstly, a researcher can measures the visible, surface content of a
document. An example would be a tally of the number of times the words `women', `woman', `girl', etc
are used throughout the sports pages of a newspaper, as compared to masculine terms. This allows us
to assess whether women's sports are allotted equitable coverage in our popular media.
Another approach is to assess the underlying meaning of a term or phrase For example, a tally might
be kept of each instance within an article or book when it is considered by the researcher that a female
has been portrayed in a passive or active role. The results might reveal that females are more likely to
be depicted in passive roles.
The purpose of this exercise is to carry out the first type of content analysis where we will tally
tabulation of the mentions of places in the news media.
There are some rules regarding the categories you select and the coding procedure. The categories
you choose should be:
a) Clear and unambiguous
The categories must be easily used to sort items of data. The categories must be of similar
origin/concept (one underlying principle of classification).
b) Mutually exclusive
Each datum must be eligible for one category only.
Figure 1 gives an example of a tally recording sheet. It is a tally aimed at indicating whether men's
products manufacturers are more likely to sponsor violent shows than other-sponsors. The purpose of
this was to record the instances of violence on shows before and following the screening of particular
advertisements.

48. Statistical Analysis
Persons
1. What is the most common level of education that most Hunter residents achieve?
__________________________________________________________________________
2. What is the most common educational qualification for a woman in 2001
__________________________________________________________________________
3. What is the most common qualification for a man in 2001?
__________________________________________________________________________

49. 4. What proportion of Hunter Valley residents have a disability? __________________
5. What proportion of Hunter Valley’s Males:
a. Are exercising? __________________________________________________
b. Drink excessive amounts of alcohol__________________________________
c. Are overweight ___________________________________________________
d. Smoke? _________________________________________________________
6. What proportion of Hunter Valley’s females:
a. Are exercising? __________________________________________________
b. Drink excessive amounts of
alcohol__________________________________________________________
c. Are overweight ___________________________________________________
d. Smoke? _________________________________________________________

50. Society:
1. What percentage of people in the Hunter Valley
a) Are married?__________________________
b) In a de facto relationship? _____________________
c) Single parent? ________________________
d) Are children (under 15)? ___________________
2. What percentage of families are
a) A couple with dependant children? ____________________
b) A couple with no children? _______________________
c) A one-parent family? ___________________________
3. What are the two prominent income levels in the Hunter region as a whole? What does this
indicate about the social class of the Hunter Valley?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

52. Culture
1. What is the dominant religious tradition in The Hunter Valley?
___________________________
2. What two variants have the highest proportion of followers in the tradition identified above?
______________________________________________________________________
3. What can this tell you about the values, ideas and morals of Hunter Valley residents
4. ___________________________________________________________________________
___________________________________________________________________________

53. Environment
1. What types of housing do most Hunter Valley residents live in?
_________________________________________________________________
2. Are Hunter Valley Residents happy with the type of housing that is available?
__________________________________________________________________
3. What are some conclusions you can make about how Hunter Valley Residents feel about their
community/ environment?
___________________________________________________________________________

54. Gender
1. Which sex earns more money? _________________________________________________
2. What do these statistics tell you about the gender roles in many families in the Hunter Valley?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

55. Using the statistics just analysed, make some generalisations about
persons, society, culture, environment and gender in the Hunter Valley.
Secondary Research Task- Practise PIP
Pick a topic from the following List
1) Boys Education
Women and magazines beauty
hdhdh
2) Find FIVE different secondary resources about your
topic. That is, a newspaper article, a magazine article, a
journal article a book, an internet article etc

56. 3.0 The Social and Cultural World Cross-Cultural
Study
An exercise in Personal Reflection and Film Study
“ My Big Fat Greek Wedding.”
The purpose of a cross-cultural study is for you to examine a topic from a
perspective other than your own. The vital component of any cross-cultural
study is to avoid judgement. This means that you do not try to judge a
society or culture you are studying, or measure it against your views. Rather,
you are investigating to view similarities and differences and to appreciate
them. We need to avoid being ETHNOCENTRIC, that is judge things by our
own cultural values, and belief that your culture is superior. For you to fully
achieve social and cultural literacy you need to go beyond ethnocentricity.
Preparation
For you to understand how you function within your social and cultural world it
is useful to prepare a cross-cultural study that compares Australia with a
culture from another country. We are going to use personal reflection of your
micro and macro world for the Australian section. Content analysis of the film
“My Big Fat Greek Wedding” and other secondary material will be used for
the overseas section.
We are going to compare the similarities and differences in the following
areas:
· Family;
· Roles and Status;
· Conflict, cooperation and decision-making;
· Gender;
· Communication;
· Power, authority and influence.
Remember the important thing is to see similarities and value differences.

57. Personal Reflection
Answer the questions below as a guide to your personal reflection. Where applicable, ensure you
give specific examples, as specific examples are what make good responses in Society and
Culture.
Source: Howitt, B., & Julian,R. (2002)Heinemann Society and Culture, Heinemann: Port Melbourne. p. 22.
Family
1) Describe a typical Australian Family ?
2) How important is your family both
immediate and extended?
3) With whom do you interact in your
family the most?
4) What groups does your family interact
with?
5) What links does your family have to
your community?
Roles and Status
6) What are some typical roles within an
Australian family and does it reflect
your family situation?
7) Who has the higher status in a typical
Australian family? Is this true in your
family?
8) What other roles do you play within
your life?
9) Do you have status from those roles?
10) How do these various roles and
levels of status allow you to interact
with individuals and groups?
11) How do these various roles and
levels of status allow you to interact
within the community?
Conflict, Cooperation and
Decision-making
12) What are some major sources of
conflict within Australian families?
13) What are some strategies Australian
families use to cooperate in the
household and the community?
14) Who are the key decision makers in
a typical Australian family?
Gender
15) Describe a typical Australian male?
16) Describe a typical Australian
female?
17) What is the consequence of not
meeting the expected criteria for
your gender in Australia?
Communication
18) Whata re some expected
communication patterns within a
typical Australian family?
19) What role does gender play in
communication patterns within an
Australian family?
Power, Authority and Influence
20) How is power and authority
distributed in a typical Australian
family?
21) Is gender significant in this
distribution?
22) How is power and authority
distributed within the groups with
which you are involved?
23) Which individuals do you believe
have an influence upon you?
24) How can you have influence within
your community?
25) What do you think being a good
citizen means?

58. This task is on the network
11 Society and Culture Secondary Research Task-
Greek Cultural Profile
You are to create a comprehensive profile of Greek culture through
secondary research. You may work in a group of two or three if you wish.
The profile needs to be printed off and pasted in your books. It would be
expected that the profile would be at least TWO pages or more.
The following websites can provide a useful start to your investigation. Don’t
be afraid to add pictures.
http://www.greeka.com/greece-culture.htm
http://www.kwintessential.co.uk/resources/global-etiquette/greece-country-profile.html
https://www.cia.gov/library/publications/the-world-factbook/geos/gr.html
use the following headings to guide your research.
Use the following headings to create your profile
· Basic general facts about Greece such as Map of
Greece, Greek Flag, population etc
· Traditions, etiquette and Customs
· Family values
· Relationships
· Religion
· Food and wine

59. A Comparison of Greek and Australian Cultures
Aspect Similarities Differences
Family
Roles and Status
Conflict,
Cooperation and
Decision-making
Gender
Communication
Power, Authority
and Influence

60. Film Study- “My Big Fat Greek Wedding”
A study of the Greek Culture
The film “My Big Fat Greek Wedding” is a portrayal of a woman
with a Greek cultural heritage living in North America. The film
deals with her plight to mix her traditional Greek culture with
living in North America. Even though it is a comedy, there is
legitimacy in the presentation of Greek culture. The writer and
star of the film, Nia Vardalos, is a Greek woman who grew up in
Canada and based much of the story on her cultural experiences.
.
Three things are going to happen from this stage on.
1. We will watch “My Big Fat Greek Wedding”. You will need to
take notes using the handout provided;
2. You will compare your personal reflection with that of the
Greek culture to find similarities and differences.

61. My Big Fat Greek Wedding Notes
Aspect Portrayal of Greek Society and Culture in Film
Family
Roles and
Status
Conflict,
Cooperation
and Decision-making
Gender
Communication
Power,
Authority and
Influence

62. Let’s Conceptualise!
My Culture Greek Culture
Similarities

63. 11 SOC Revision Task 1 Name: ____________________
Try not to write casually. Try and include sophisticated words (concepts) to answer each question, were possible.
1. a) Define the concept of gender. (1 marks)
b) Explain what is meant by the term social construct? (2 marks)
b) Describe how gender affects roles and status in the macro world. (2 marks)
c) Describe how gender affects roles and status in your micro world. (2 marks)

64. 2. Explain the difference between quantitative and qualitative research. (4 marks)
3. a)Define the research methodology of “observation”. (2 marks)
b) How would you use observation to study behaviours at a music festival? (4
marks)

65. 4. Compare the “roles and status” of another culture to that of Australian
culture. (8 marks)

66. Summary of Unit:
The Social and Cultural World
We have learnt:
· That our main aim is to develop SOCIAL AND CULTURAL
LITERACY
· To become socially and culturally literate we need to
· learn the concepts and apply them.
· differentiate between the MICRO WORLD and the
MACRO WORLD;
· appreciate that there are certain ways we approach
‘social and cultural research’ through different methods
of data collection and how we actually approach the
research;
· learn about the ‘social and cultural world’ through the
way people interact with individuals, groups and the
community by doing a personal reflection and then
comparing it to another culture (Cross-cultural study);
· apply the fundamental concepts to a social situation through
the cross-cultural study;
· The basic language of Society and Culture and have begun to
use it (Cultural Literacy).
At this stage you may feel that you are confused. Don’t panic!
Like learning languages you need to start with the basics and then
slowly apply the little bits that you have learnt and eventually,
you’ll become fluent!

67. Concept Key terms for a definition Example
Person
Society
Culture
Environment
Time
Power
Authority
Gender

68. Concept Key terms for a definition Example
Technology
Micro World
Macro World
Personal
Experience
Public
Knowledge
Multiculturalism
Quantitative
Research
Qualitative
Research