📚 SQA Sociology Year 10: Core Knowledge Checklist | SQA 社会学 Year 10：核心知识点梳理
This article provides a structured revision guide for Year 10 students studying SQA Sociology. It covers the essential concepts, theories, and topics you need to master, from socialisation to research methods. Use it to check your understanding and identify areas for deeper study.
本文为学习SQA社会学的Year 10学生提供有条理的复习指南，涵盖从社会化到研究方法等必须掌握的核心概念、理论和主题。用它来检查理解程度并确定需要深入学习的领域。
1. Introduction to Sociology: Core Concepts | 社会学导论：核心概念
Sociology is the systematic study of society, social groups, and human interaction. It seeks to understand how social structures, institutions, and cultural norms shape individual behaviour and group dynamics.
社会学是对社会、社会群体和人类互动的系统研究。它试图理解社会结构、制度和文化规范如何塑造个体行为和群体动态。
Key concepts include ‘culture’ (the way of life of a group, including beliefs, customs, and material objects), ‘norms’ (unwritten rules of behaviour), ‘values’ (shared beliefs about right and wrong), and ‘roles’ (expected patterns of behaviour associated with a particular status).
关键概念包括’文化’（群体的生活方式，包括信仰、习俗和物质对象）、’规范’（不成文的行为规则）、’价值观’（关于对错的共同信念）以及’角色’（与特定地位相关的期望行为模式）。
Sociologists also examine ‘identity’—how individuals see themselves and are seen by others, which can be shaped by class, gender, ethnicity, and age.
社会学家还研究’身份认同’——个人如何看待自己以及如何被他人看待，这可以由阶级、性别、族裔和年龄等因素塑造。
2. The Process of Socialisation | 社会化过程
Socialisation is the lifelong process through which individuals learn the culture of their society. Primary socialisation occurs in early childhood, mainly within the family, where basic norms and values are internalised.
社会化是个体学习其社会文化的终身过程。初级社会化发生在童年早期，主要在家庭内进行，此时内化基本的规范和价值观。
Secondary socialisation takes place later through institutions such as schools, peer groups, the media, and the workplace. These agents reinforce and expand what was learned at home, often teaching more impersonal and diverse social expectations.
次级社会化稍后进行，通过学校、同辈群体、媒体和工作场所等机构发生。这些社会化媒介强化并扩展在家庭中所学，通常传授更为非个人化和多样化的社会期望。
Social control refers to the mechanisms that regulate behaviour, including formal control (laws, police) and informal control (peer pressure, ridicule).
社会控制指调节行为的机制，包括正式控制（法律、警察）和非正式控制（同伴压力、嘲笑）。
3. Social Stratification: Class Divisions | 社会分层：阶级划分
Social stratification refers to the ranking of individuals and groups in a hierarchy based on factors like wealth, income, occupation, and education. In the UK, class is a major axis of stratification.
社会分层指根据财富、收入、职业和教育等因素对个人和群体进行等级排序。在英国，阶级是分层的一个主要维度。
The Registrar General’s scale once categorised class into broad groups (I to V), but sociologists now often discuss the upper class, middle class, working class, and underclass. Life chances—opportunities for health, education, and overall well-being—are unequally distributed across these strata.
注册总署的社会等级量表曾将阶级分为I到V大类，但社会学家如今常讨论上层阶级、中产阶级、工人阶级和底层阶级。生活机会——在健康、教育和整体福祉方面的机会——在这些阶层之间分配不均。
Marxist views argue class is rooted in the relationship to the means of production (bourgeoisie vs. proletariat), while Weberian perspectives include market position and status.
马克思主义观点认为阶级根源于与生产资料的关系（资产阶级对无产阶级），而韦伯式视角则包括市场地位和身份地位。
4. Gender and Ethnicity: Sources of Inequality | 性别与种族：不平等的根源
Gender inequality refers to the differential treatment and opportunities based on being male or female. Feminists highlight how patriarchal structures grant men more power, higher pay, and greater representation in top jobs, while women often face a ‘glass ceiling’ and the double burden of paid work and domestic labour.
性别不平等指基于男女性别而受到的差别待遇和不同机会。女权主义者强调父权结构如何赋予男性更多权力、更高薪酬和更高层职位代表权，而女性常面临’玻璃天花板’以及有偿工作和家务劳动的双重负担。
Ethnic inequality is linked to racism and discrimination. Sociologists distinguish between race (socially constructed categories based on physical traits) and ethnicity (shared cultural characteristics). Ethnic minorities may experience disadvantage in employment, housing, and the criminal justice system.
种族不平等与种族主义和歧视相关。社会学家区分种族（基于身体特征的社会构建类别）和族裔（共享的文化特征）。少数族裔在就业、住房和刑事司法系统中可能遭遇不利处境。
Intersectionality reminds us that individuals can face multiple, overlapping inequalities—for example, a working-class black woman may experience combined disadvantage based on class, race, and gender.
交叉性理论提醒我们，个人可能面临多重、叠加的不平等——例如，一位工人阶级黑人女性可能因阶级、种族和性别而遭遇复合劣势。
5. Family Forms and Changes | 家庭形式与变迁
Sociologists study the family as a key social institution. The traditional nuclear family (married couple with children) has declined, giving way to greater diversity: lone-parent families, reconstituted families, cohabiting couples, same-sex families, and extended families.
社会学家将家庭视为一种关键的社会制度。传统核心家庭（已婚夫妇与孩子）已减少，让位于更多元化的形式：单亲家庭、重组家庭、同居伴侣、同性家庭和扩展家庭。
Functionalists like Parsons saw the nuclear family as performing essential functions—primary socialisation of children and stabilisation of adult personalities. Criticisms point out that this view idealises a male-breadwinner model and ignores family conflict and abuse.
帕森斯等功能主义者认为核心家庭履行着基本功能——儿童的初级社会化和成人人格的稳定。批评指出，这种观点理想化了男性养家糊口模式，忽略了家庭冲突和虐待。
Changes in family structure are linked to divorce law reform, greater acceptance of cohabitation, increased female employment, and secularisation. Sociologists also examine how childhood has become a protected, distinct stage of life.
家庭结构的变化与离婚法改革、对同居更广泛的接受、女性就业增加和世俗化相关。社会学家也研究童年如何演变为一个受保护、独特的人生阶段。
6. Education: Functions and Inequalities | 教育：功能与不平等
Education is seen as an institution that transmits knowledge and skills, promotes social integration, and prepares young people for the labour market. Functionalists emphasise its role in meritocracy: if everyone has equal opportunity, the most talented will succeed.
教育被视为传播知识和技能、促进社会融合并使年轻人为劳动力市场做好准备的制度。功能主义者强调其在精英治理中的作用：如果人人机会均等，最有才能的人将会成功。
However, Marxist sociologists argue education reproduces class inequality by providing different types of schooling and hidden curricula that train working-class pupils for obedience while middle-class children are encouraged to be independent and critical.
然而，马克思主义社会学家认为教育通过提供不同类型的学校教育和隐性课程再生产者阶级不平等，这些隐性课程训练工人阶级学生服从，而鼓励中产阶级孩子独立和批判。
Factors like material deprivation, cultural capital, labelling, and self-fulfilling prophecies help explain differential achievement by class, gender, and ethnicity. For example, teachers’ expectations can influence students’ performance, as shown in Rosenthal and Jacobson’s study.
物质剥夺、文化资本、标签化和自我实现预言等因素有助于解释阶级、性别和族裔导致的学业成就差异。例如，教师的期望能够影响学生的表现，如罗森塔尔和雅各布森的研究所示。
7. Crime and Deviance: Sociological Explanations | 犯罪与越轨：社会学解释
Deviance is behaviour that goes against social norms, while crime is behaviour that breaks formal laws. What is considered deviant varies across cultures and time periods, suggesting it is socially constructed.
越轨是违背社会规范的行为，而犯罪是违反正式法律的行为。
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