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Sociology

<OpenstaxParagraph>
	Often, larger groups require some kind of leadership. In small, primary groups, leadership tends to be informal. After all, most families don’t take a vote on who will rule the group, nor do most groups of friends. This is not to say that <OpenstaxEm>de facto</OpenstaxEm> leaders don’t emerge, but formal leadership is rare. In secondary groups, leadership is usually more overt. They often outline roles and responsibilities, with a chain of command to follow. Some secondary groups, like the military, have highly structured and clearly understood chains of command, and sometimes lives depend on those. After all, how well could soldiers function in a battle if different people were calling out orders and if they had no idea whom to listen to? Other secondary groups, like a workplace or a classroom, also have formal leaders, but the styles and functions of leadership can vary significantly.
</OpenstaxParagraph>
<OpenstaxParagraph>
	<OpenstaxTerm>Leadership function</OpenstaxTerm> refers to the main goal of the leader, which may be instrumental or expressive. An <OpenstaxTerm>instrumental leader</OpenstaxTerm> is one who is goal-oriented and largely concerned with accomplishing set tasks. We can imagine that an army general or a Fortune 500 CEO would be an instrumental leader. In contrast, <OpenstaxTerm>expressive leaders</OpenstaxTerm> are more concerned with promoting emotional strength and health, and ensuring that people feel supported. Social and religious leaders—rabbis, priests, imams, directors of youth homes and social service programs—are often perceived as expressive leaders. Sometimes people expect men to take on instrumental roles and women to assume expressive roles. Women and men who exhibit the other-gender manner can be seen as deviants and can encounter resistance. Yet, both men and women prefer leaders who use a combination of expressive and instrumental leadership (Boatwright and Forrest, 2000).
</OpenstaxParagraph>
<OpenstaxParagraph>
	Sociologists recognize three <OpenstaxTerm>leadership styles</OpenstaxTerm>. <OpenstaxTerm>Democratic leaders</OpenstaxTerm> encourage group participation in all decision making. They work hard to build consensus before choosing a course of action and moving forward. This type of leader is particularly common, for example, in a club where the members vote on which activities or projects to pursue. Democratic leaders can be well liked, but there is often a danger that decisions will proceed slowly since consensus building is time-consuming. A further risk is that group members might pick sides and entrench themselves into opposing factions rather than reaching a solution.
</OpenstaxParagraph>
<OpenstaxParagraph>
	In contrast, a <OpenstaxTerm>laissez-faire</OpenstaxTerm> (French for “leave it alone”) leader is hands-off, allowing group members to self-manage and make their own decisions. An example of this kind of leader might be an art teacher who opens the art cupboard, leaves materials on the shelves, and tells students to help themselves and make some art. While this style can work well with highly motivated and mature participants who have clear goals and guidelines, it risks group dissolution and a lack of progress.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Finally, <OpenstaxTerm>authoritarian leaders</OpenstaxTerm> issue orders and assign tasks with little to no feedback from group members. These leaders are often instrumental leaders with a strong focus on meeting goals. Often, entrepreneurs fall into this mold, like Facebook founder Mark Zuckerberg. Not surprisingly, authoritarian leaders risk alienating the workers. When decisions need to made quickly or informed by a high level of expertise, however, this style of leadership can be required.
</OpenstaxParagraph>
<OpenstaxParagraph>
	In different circumstances, each of these leadership styles can be effective and successful. Consider what leadership style you prefer. Why? Do you like the same style in different areas of your life, such as a classroom, a workplace, and a sports team?
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Big Picture </OpenstaxNoteTitle> <OpenstaxH3> Women Political Candidates </OpenstaxH3><OpenstaxFigure id="import-auto-id2703619" src="https://openstax.org/apps/archive/20240226.174525/resources/11887740acbdd50260b5201b2c64a03f38164d46" alt="Kamala Harris speaks to a military commander." mediaType="image/png" width="900" height="674" />
	<OpenstaxFigureText width="900">
		<strong>Figure 6.6</strong> Kamala Harris, like many other women leaders, faces unique and sometimes conflicting expectations. She may want to lead, but some care more about whether she is liked. (Credit: California National Guard/flickr)
	</OpenstaxFigureText>
	<OpenstaxParagraph>
		Kamala Harris broke a significant barrier when she became the first woman and first person of Black and South Asian descent to be elected vice president of the United States. A prominent presidential candidate in her own right during the 2020 primary election, Harris was asked by then-candidate Joe Biden to be his running mate in order to secure his electoral victory.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		You may be surprised, however, to learn that more than ten other women were on the ballot for president or vice president on November 3, 2020. Many were not on the ballot in every state, and at least one (Ricki Sue King) actually encouraged people not to vote for her. Shirley Chisholm, Lenora Fulani, Jill Stein, Hillary Clinton and many other women have been candidates, but the United States has yet to elect a woman to the presidency.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Researchers and political analysts have long established that gender plays a significant role in how political leaders (both candidates and elected officials) are perceived. As a starting point, research indicates that, even among women, the public prefer masculine qualities in presidents. For example, a study in which subjects completed the Bem Sex-Role Inventory and Implicit Leadership Inventory found that the hypothetical “Ideal” president possessed more masculine qualities than feminine qualities (Powell and Butterfield 2011).
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Beyond the implicit preference toward masculine qualities, women candidates face what is sometimes referred to the “likability trap.” Essentially, the public expects and prefers certain qualities from its leaders, and also expects and prefers certain qualities based on the candidates’ gender. For women presidential candidates, these expectations often conflict. For example, when a male candidate ranks low on feminine qualities, their likeability is not significantly affected. But when a female candidate, like Hillary Clinton, ranks low on feminine qualities, their likability is significantly impacted. Interestingly, the same survey found that Kamala Harris had a much more balanced gender quality rating than Clinton did. The researchers qualified that since Kamala Harris ran for vice president, rather than president, the ratings cannot be directly compared to Clinton’s. This difference, though, may indicate why many women are elected to legislative and gubernatorial roles, but not to the presidency (Conroy, Martin, and Nadler, 2020).
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		These same perceptions present themselves in the workplace. Prescriptive stereotypes—that is, ideas about how men or women should behave—limit women’s advancement to leadership positions. Men are often appreciated for being ambitious, while women who exhibit assertive behavior are generally perceived as selfish or overly competitive (Baldoni, 2020). Furthermore, when men help out in the workplace, their contribution is appreciated while the same task carried out by women goes unacknowledged. Scholars observe that women are underrepresented in the top levels of U.S. businesses and Fortune 500 companies (Heilman 2012).
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxFigure id="import-auto-id1712383" src="https://openstax.org/apps/archive/20240226.174525/resources/e9b76c91722d806a13a47903dc229e38587b54c3" alt="A toy figure of Hilary Clinton is shown in a packaging box reading “Is America Ready for This Nutcracker?”" mediaType="image/png" width="751" height="1000" />
<OpenstaxFigureText width="751">
	<strong>Figure 6.7</strong> This gag gift demonstrates how female leaders may be viewed if they violate social norms. (Credit: istolethetv/flickr)
</OpenstaxFigureText>

6.2.2 Group Leadership

1 An Introduction to Sociology

1.1 What Is Sociology?

1.1.1 What Are Society and Culture?

1.1.2 Studying Patterns: How Sociologists View Society

1.1.3 Studying Part and Whole: How Sociologists View Social Structures

1.2 The History of Sociology

1.2.1 Creating a Discipline: European Theorists

1.2.2 Applying the Discipline: American Theorists and Practitioners

1.3 Theoretical Perspectives in Sociology

1.3.1 Functionalism

1.3.2 Conflict Theory

1.3.3 Symbolic Interactionist Theory

1.3.4 Sociological Theory Today

1.4 Why Study Sociology?

1.4.1 Sociology and a Better Society

1.4.2 Sociology in the Workplace

2 Sociological Research

2.1 Approaches to Sociological Research

2.1.1 The Scientific Method

2.1.2 Interpretive Framework

2.1.3 Critical Sociology

2.2 Research Methods

2.2.1 Surveys

2.2.2 Field Research

2.2.3 Experiments

2.2.4 Secondary Data Analysis

2.3 Ethical Concerns

3 Culture

3.1 What Is Culture?

3.1.1 Cultural Universals

3.1.2 Ethnocentrism and Cultural Relativism

3.2 Elements of Culture

3.2.1 Values and Beliefs

3.2.2 Norms

3.2.3 Symbols and Culture

3.2.4 Language and Symbols

3.2.5 Language and Culture

3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change

3.3.1 High, Low, and Popular Culture

3.3.2 Subculture and Counterculture

3.3.3 Cultural Change

3.4 Theoretical Perspectives on Culture

4 Society and Social Interaction

4.1 Types of Societies

4.1.1 Preindustrial Societies

4.1.2 Industrial Society

4.1.3 Postindustrial Society

4.2 Theoretical Perspectives on Society

4.2.1 Émile Durkheim and Functionalism

4.2.2 Karl Marx and Conflict Theory

4.2.3 Max Weber and Symbolic Interactionism

4.3 Social Constructions of Reality

4.3.1 Roles and Status

4.3.2 Presentation of Self

5 Socialization

5.1 Theories of Self-Development

5.1.1 Psychological Perspectives on Self-Development

5.1.2 Sociological Theories of Self-Development

5.2 Why Socialization Matters

5.2.1 Nature versus Nurture

5.3 Agents of Socialization

5.3.1 Social Group Agents

5.3.2 Institutional Agents

5.4 Socialization Across the Life Course

5.4.1 Resocialization

6 Groups and Organization

6.1 Types of Groups

6.1.1 Defining a Group

6.1.2 Types of Groups

6.1.3 In-Groups and Out-Groups

6.1.4 Reference Groups

6.2 Group Size and Structure

6.2.1 Dyads, Triads, and Large Groups

6.2.3 Conformity

6.2.4 The Bystander Effect and Diffusion of Responsibility

6.3 Formal Organizations

6.3.1 Types of Formal Organizations

6.3.2 The McDonaldization of Society

7 Deviance, Crime, and Social Control

7.1 Deviance and Control

7.1.1 Deviance, Crime, and Society

7.1.2 Social Control

7.2 Theoretical Perspectives on Deviance and Crime

7.2.1 Functionalism

7.2.2 Conflict Theory

7.2.3 Symbolic Interactionism

7.3 Crime and the Law

7.3.1 Types of Crimes

7.3.2 Crime Statistics

7.3.3 Public Perception of Crime

7.3.4 The U.S. Criminal Justice System

8 Media and Technology

8.1 Technology Today

8.1.1 What Is Technology?

8.2 Media and Technology in Society

8.2.1 Categorizing Technology

8.2.2 Types of Media and Technology

8.2.3 Product Advertising and the Attention Economy

8.2.4 Homogenization and Fragmentation

Question	Answer
a leader who is goal oriented with a primary focus on accomplishing tasks	instrumental leader
the main focus or goal of a leader	leadership function