WSU SOC111: Complete Study Guide for Introduction to Sociology and Social Institutions

SOC111, Introduction to Sociology and Social Institutions, is the foundational gateway course for students in the Sociology & Anthropology stream at Walter Sisulu University (WSU). It equips you with key sociological concepts, teaches you how sociologists study society, and explains how social institutions shape everyday life, social order, and social change. This study guide is designed to help you master course outcomes, interpret common exam-style questions, and apply theory to South African social contexts (schools, families, religion, work, politics, and health).

The guide is organized into five substantial sections: (1) sociology as a discipline and the sociological imagination, (2) how sociology studies social life, (3) culture and socialization in everyday life, (4) the major social institutions and how they operate, and (5) social stratification, inequality, and social change—particularly within South Africa.

1) Sociology as a Discipline: The Sociological Imagination in South African Contexts

1.1 What Is Sociology?

Sociology is the study of society, focusing on how people’s lives are shaped by social structures (like institutions, laws, class systems, and norms) and how individuals collectively produce social patterns. Unlike psychology (which emphasizes the individual mind) or economics (which emphasizes markets and production), sociology centers on the relationship between:

Individuals (agency) and society (structure)
Meaning (culture, identity, norms) and behavior (actions, interactions)
Order (how society maintains stability) and change (how society transforms)

A helpful exam approach is to define sociology with a three-part logic:

Society is patterned: repeated forms of behavior exist (e.g., schooling, marriage, employment).
Patterns are socially produced: they are created through social interaction and institutions.
Patterns have consequences: they affect life chances—education, income, health, and opportunities.

In the South African context, sociology helps explain why two people with similar abilities may experience different outcomes depending on class, location, gender, language, disability, and access to institutions.

1.2 Sociology vs Common-Sense Thinking

One hallmark of sociology is its challenge to common sense. People often assume that outcomes are simply personal choices (e.g., “success is talent and effort”). Sociology asks a different set of questions:

Why do some opportunities exist only in certain communities?
How do institutions reward some people and disadvantage others?
How do norms about gender or respectability influence choices and outcomes?
How do historical legacies affect present life chances?

For example, when students face difficulties in accessing higher education, sociology examines not only individual study habits but also:

school quality differences across communities,
the role of the labour market in shaping educational returns,
how financial constraints influence staying in school,
the effects of migration, household structure, and transportation costs.

1.3 The Sociological Imagination (Core Concept for Exams)

The sociological imagination is a way of thinking that links personal troubles to public issues. A classic structure (often associated with C. Wright Mills) can be remembered as:

Personal troubles are problems an individual experiences (e.g., “I can’t find work”).
Public issues are broader social problems (e.g., unemployment, structural inequality).

A strong SOC111 exam response typically uses this contrast. For instance:

Personal trouble: “I failed because I wasn’t motivated.”
Public issue: “Unequal schooling resources, language barriers, and socioeconomic constraints affect learning opportunities.”

In South Africa, the sociological imagination also encourages students to consider history—how apartheid-era spatial planning and inequality still influence schools, work, and health outcomes today.

1.4 Social Structure, Social Action, and Social Facts

SOC111 often introduces the relationship between structure and agency. A useful way to study this is to define the terms carefully:

Social structure: relatively stable patterns such as institutions, class systems, gender norms, and legal rules.
Social action (agency): what individuals do based on their understanding, choices, and meanings.
Social facts: norms and rules that shape behavior beyond individual intention.

A clear exam strategy is to show you can apply these concepts:

A law (structure) shapes who can access a job (structure).
People interpret and respond differently (agency).
The law becomes “real” in everyday workplaces through practices (interaction).

1.5 Institutions and Social Order

Sociology pays attention to how society stays stable. Social order is achieved through shared norms and institution-based regulation. For example:

Families teach children gender roles and expectations.
Schools socialize young people through curricula and discipline.
Work organizes time, authority, and reward systems.
Religion provides moral frameworks and rituals.
Law and politics enforce rights, obligations, and governance.

At the same time, institutions can reproduce inequality. A major sociological question in SOC111 is not only: “How do institutions work?” but also: “Who benefits, who is excluded, and how do these processes change?”

1.6 Applying Sociology to South African Universities, Colleges, and TVETs

SOC111 is not just abstract; it connects to lived experiences in education and training systems. South Africa’s education landscape includes:

Universities (theoretical and academic pathways),
TVET colleges (technical and vocational training),
Community education and training initiatives (varied forms of skills development).

Sociology helps interpret issues like:

disparities in pass rates and retention,
differences between rural and urban resource allocation,
how language policy affects learning,
how social class influences access to financial aid,
how social networks shape opportunity (e.g., who hears about bursaries or internships).

When you answer exam questions, try to demonstrate the link between education and institutions: education is not only teaching knowledge, but also a social institution producing qualifications that structure labour market outcomes.

2) How Sociology Studies Society: Methods, Evidence, and Research in Social Institutions

2.1 Basic Research Logic in Sociology

Sociology uses systematic methods to produce knowledge about society. You can think of the process as:

Identify a social problem
Example: student dropout, youth unemployment, gender-based violence, workplace discrimination.
Formulate questions
Example: What institutional factors contribute? How do individuals experience the problem?
Choose methods
Example: surveys, interviews, participant observation, document analysis.
Collect data
Analyze data
Interpret findings
Consider ethics and limitations

Exams often test your ability to match the method to the type of question. If the question asks “How do people experience…?” qualitative methods fit better. If it asks “How many people…?” quantitative methods help.

2.2 Quantitative Methods: Surveys and Statistical Patterns

Quantitative research focuses on measurable variables and often uses numerical data, such as:

age distributions,
percentages of respondents,
frequencies of behaviours,
correlations between variables.

A survey is common in sociology. It involves structured questions answered by participants. Surveys can help you test hypotheses like:

“Students who receive financial support are less likely to drop out.”
“Gender influences experiences of harassment in educational institutions.”

Strengths:

allows large-scale comparison,
generates data that can show patterns and trends,
supports statistical analysis.

Limitations:

may oversimplify complex experiences,
responses can be influenced by interpretation of questions,
it may not capture deeper meaning.

2.3 Qualitative Methods: Interviews, Focus Groups, and Observation

Qualitative research focuses on meanings, interpretations, and social processes. Common methods include:

Semi-structured interviews: the researcher has guiding questions but allows participants to expand.
Focus groups: group discussion to explore shared views and differences.
Participant observation: the researcher observes and may participate in daily life settings.
Document analysis: studying institutional documents, policies, and public records.

Strengths:

reveals how people understand their experiences,
captures the “how” and “why” behind behaviours,
helps interpret institutional processes (e.g., how disciplinary systems feel to students).

Limitations:

smaller samples may limit generalization,
researcher bias can affect interpretation,
analysis can be time-consuming.

2.4 Mixed-Methods Approaches

A modern sociological approach often combines quantitative and qualitative data:

Surveys can show how widespread a problem is (e.g., rates of perceived discrimination).
Interviews can show how it happens (e.g., specific institutional practices, everyday interactions, meanings).

On exams, a mixed-methods answer typically scores well because it demonstrates realism: social life is both measurable and meaningful.

2.5 Variables, Concepts, and Operationalization

Sociology uses concepts (like “poverty,” “social support,” “gender norms”) that must be translated into measurable indicators.

Operationalization means defining how a concept becomes observable.
Example: “poverty” might be measured using household income, perceived financial strain, housing conditions, or inability to pay for study materials.

A frequent exam trap is writing definitions that are too vague. High-scoring answers show operational thinking. For instance:

Instead of saying “study motivation is important,” write how motivation could be indicated:
- frequency of attendance,
- time spent studying,
- self-reported goal orientation,
- persistence after setbacks.

2.6 Reliability, Validity, and Ethical Considerations

Reliability: would the results be consistent if repeated?
Validity: does the method actually measure what it claims to measure?

Example:

If a questionnaire asks about “participation in class,” but participants misunderstand the question, validity suffers.
If different interviewers interpret questions differently, reliability suffers.

Ethics is central to sociological research:

Informed consent
Confidentiality
Avoiding harm
Respect and cultural sensitivity

In research involving vulnerable populations (youth, students facing financial hardship, survivors of violence), ethical design is not optional—it protects dignity and safety.

2.7 A Practical Example: Studying Student Access and Success

Consider a study question: Why do some students at universities or TVET colleges succeed while others struggle?

A sociologist might use:

Survey data on:
- financial support,
- transport distance,
- study time,
- perceptions of institutional support,
- access to learning resources.
Interviews with:
- students who are thriving,
- students experiencing dropout risk,
- lecturers and student support staff.
Document analysis:
- institutional policies on academic support,
- bursary criteria,
- student conduct rules.

You can then explain findings sociologically:

not only individual effort,
but also institutionally structured supports and barriers.

3) Culture, Socialization, Identity, and Everyday Life: How Sociology Explains Meaning

3.1 Defining Culture

Culture includes shared meanings, values, beliefs, language practices, symbols, and norms. Culture influences behaviour by shaping what people think is:

acceptable or unacceptable,
normal or unusual,
respectful or disrespectful,
worthy or shameful.

In South Africa, culture is diverse across language groups, religious communities, and regional traditions. SOC111 should encourage students to avoid the assumption that “culture” is fixed or uniform. Culture changes through:

migration and urbanization,
education,
media and technology,
economic transformation.

3.2 Norms, Values, and Sanctions

Culture operates through:

Values: what people consider important (e.g., respect, achievement, community).
Norms: expected patterns of behaviour.
Sanctions: rewards or punishments for compliance or violation.

Example:

In educational institutions, norms around punctuality and classroom participation guide students’ behaviour.
Sanctions include praise, warnings, marks penalties, or disciplinary action.

A sociological insight is that sanctions vary across contexts. The same behaviour (e.g., arriving late) may be treated differently depending on:

the lecturer’s style,
the institution’s rules,
students’ previous interactions,
power relations (e.g., who is perceived as “responsible”).

3.3 Socialization: Learning Society

Socialization is the process through which individuals learn culture and internalize social expectations.

A key framework often taught in introductory sociology distinguishes:

primary socialization (early childhood, usually in the family),
secondary socialization (later learning through institutions like school, religious groups, and workplaces).

Primary socialization may teach:

language patterns,
gender role expectations,
ideas about authority,
understandings of what “a good person” or “a good student” is.

Secondary socialization may refine or conflict with these ideas:

school may teach formal rules and merit-based evaluation,
workplace may enforce productivity expectations and hierarchy.

3.4 Agents of Socialization

Common socialization agents include:

family/household
school
peer groups
mass media
religion
workplaces and peer networks

Peers are especially important in adolescence. Peer groups shape:

identity expression,
fashion and language style,
norms about studying, partying, and risk behaviours.

Exam answers benefit from a clear statement: peer influence is not simply “good” or “bad.” It is socially structured through belonging, status, and identity dynamics.

3.5 Status, Roles, and Role Conflict

Status refers to a recognized position in society. It can be:

ascribed (given at birth, e.g., race categories, ethnicity),
achieved (earned, e.g., becoming a lecturer or student leader).

Roles are expected behaviours associated with status.
Example:

A student role includes attending classes, writing assessments, and following conduct codes.

Role conflict happens when expectations clash:

A learner may face expectations from family (support household responsibilities) and from institution (full academic engagement).
A student may experience expectations around masculinity or femininity that conflict with professional conduct.

Sociology explains role conflict not as personal failure but as a structural problem shaped by institutions and social norms.

3.6 Identity, Deviance, and Social Control

Identity involves how individuals see themselves and how others define them. Institutions and norms contribute to identity through:

labels (e.g., “at-risk student,” “high performer”),
discipline systems,
inclusion and exclusion practices.

Deviance is behaviour that violates norms. Importantly, sociology often teaches that deviance is not just a property of the act, but also a product of social reaction.

Social control includes:

informal controls (family disapproval),
formal controls (rules, policing, disciplinary processes).

In education and community life, social control can be both protective (preventing harm) and punitive (reproducing inequality if rules are enforced unevenly).

3.7 Media, Language, and Cultural Power

Media and language are central to cultural transmission. In South Africa, language diversity intersects with power. Educational institutions often operate in languages of instruction that can create uneven learning experiences.

Sociology helps interpret:

how language policy becomes a structural barrier,
how students negotiate identity and belonging,
how media stereotypes influence perceptions of groups.

If an exam question asks “How does culture influence social behaviour?” a high-quality answer includes:

norms and sanctions,
socialization processes,
identity and belonging,
power dynamics in cultural representation.

4) Social Institutions: How Families, Education, Religion, Economy, Politics, and Law Shape Life

4.1 What Is a Social Institution?

A social institution is a stable set of roles, norms, and practices that organizes important social needs. Institutions help society maintain order and reproduce patterns across generations.

Typical functions of social institutions:

provide ways to meet human needs,
regulate behaviour,
transmit culture and values,
allocate resources,
create roles and authority structures.

SOC111 focuses heavily on how institutions shape daily life and interact with each other. For example:

education affects employment,
employment affects family life,
politics affects funding and policy,
religion can shape moral norms and community support.

4.2 The Family as an Institution

4.2.1 Functions of the Family

The family is often described as performing:

socialization of children,
emotional support and care,
regulation of reproduction,
economic cooperation (household labour and resources),
cultural transmission (values, language, traditions).

4.2.2 Types of Families and Changing Patterns

Families can take diverse forms due to:

migration,
unemployment,
changing gender relations,
divorce and remarriage,
extended-family caregiving.

Sociology emphasizes that family life is not uniform. It is shaped by social conditions and cultural norms.

4.2.3 Family and Social Inequality

Family resources affect children’s opportunities:

ability to pay school costs,
access to transport and technology,
stability of household routines.

Sociological explanations focus on structural pressures:

poverty,
violence and trauma,
labour market instability.

An exam-worthy argument is that family problems are often not solely individual tragedies; they also reflect institutional and economic constraints.

4.3 Education as a Social Institution

4.3.1 Education’s Manifest and Latent Functions

Education has manifest functions (explicit goals) such as:

teaching literacy and numeracy,
providing academic qualifications,
developing skills for employment.

It also has latent functions (hidden social outcomes) such as:

sorting individuals into social roles,
teaching discipline and conformity,
reinforcing social class through access to resources.

A sociological perspective asks:

Who gets quality education?
Who is placed in certain tracks (academic vs vocational)?
How do grading and discipline practices differ across schools?

4.3.2 Education Pathways in South Africa: Universities, Colleges, TVETs

South Africa includes different education and training pathways:

Universities typically emphasize academic degrees and research.
TVET colleges focus on vocational and technical programs.
Colleges and workplace-based training may vary in structure.

Sociology interprets differences as institutional and structural:

funding systems,
admission criteria,
availability of support services,
transportation and accommodation costs.

4.3.3 Classroom Interaction and Power

Education is not only curriculum; it is also classroom authority and interaction:

teachers/lecturers hold power to award grades and enforce rules.
students experience inclusion or exclusion depending on performance, language, and confidence.

Sociological analysis examines:

how participation norms are enforced,
how feedback and evaluation reflect institutional values,
how learner identities are shaped.

4.4 Religion as a Social Institution

4.4.1 Functions of Religion

Religion can provide:

community and belonging,
moral guidance,
rituals that mark life transitions,
coping mechanisms during hardship,
social support networks.

4.4.2 Religion and Social Change

Religion can support social conservatism (maintaining existing norms) or social activism (challenging injustice). In South Africa, religious communities have played roles in:

moral debates,
community support,
resistance movements historically,
current social welfare and counselling activities.

4.4.3 Religion and Social Conflict

Different religious groups may experience:

competition for influence,
stereotyping,
tension over public moral norms.
SOC111 exam answers should acknowledge that religion’s role is complex—not just harmony or conflict, but negotiation of meaning and power.

4.5 The Economy and Work as an Institution

4.5.1 Work and the Organisation of Life

Work is a social institution that:

organizes production and distribution,
structures time (work schedules),
creates identities (worker, manager, student with part-time work),
determines access to income and welfare.

In South Africa, sociology pays special attention to employment conditions:

unemployment and underemployment,
informal work and precarious labour,
workplace discrimination,
youth labour market transitions.

4.5.2 Labour Market and Social Mobility

A key sociological concern is whether education leads to stable work—the link between credentials and employment. Where labour markets reward skills differently, education outcomes can vary widely by class and network access.

4.5.3 The Informal Economy

The informal economy may:

provide survival strategies for households,
lack protections and stable income,
create precarious livelihoods.

Sociology interprets informal work not only as individual entrepreneurship, but as an institutional reality shaped by economic structure and policy.

4.6 Politics and the State as an Institution

4.6.1 Political Power and Governance

Politics involves:

decision-making over resources,
governance,
policy creation,
public authority.

The state structures social life through:

laws,
public services,
policing and courts,
welfare programs,
education and health policy.

4.6.2 Political Participation

Political participation includes:

voting,
activism,
community engagement,
institutional advocacy.

Sociology examines:

barriers to participation,
how political power affects social institutions (education funding, labour rights, healthcare access).

4.7 Law and Justice as an Institution

Law provides:

formal rules and procedures,
enforcement mechanisms,
resolution of disputes,
protection of rights and obligations.

Sociology examines the law’s actual functioning:

Who has access to legal help?
How consistent is enforcement?
Are certain groups more likely to experience policing and punishment?

A crucial exam concept is that law is not only “rules” but also an institution embedded in power relations.

4.8 How Institutions Interact: A Coherent Example

Consider the chain of institutional effects on a student’s life:

Family influences resources and responsibilities at home (support for study, household expectations).
Education determines access to learning, quality teaching, and qualification pathways.
Economy shapes the labour market opportunities after graduation (employment, internships, informal opportunities).
Politics and law influence public funding, policy implementation, and student protections.
Religion and community can provide networks, moral support, and coping strategies.

A top-scoring SOC111 answer will show you can trace institutional connections rather than treating institutions separately.

5) Social Stratification, Inequality, and Social Change: Explaining Difference in South Africa

5.1 Understanding Social Stratification

Social stratification refers to how societies rank groups and distribute resources unequally. It is visible in:

differences in income and wealth,
access to education,
housing quality,
health outcomes,
exposure to violence and policing,
employment security.

Sociology focuses on the mechanisms that maintain stratification, including:

unequal access to institutions,
discrimination and stereotyping,
cultural and educational reproduction,
political and legal structures.

5.2 Forms of Inequality: Class, Gender, and Race (Core South African Emphasis)

SOC111 typically highlights multiple inequality dimensions and the way they intersect.

5.2.1 Class Inequality

Class relates to:

economic resources,
employment stability,
ability to absorb shocks (illness, unemployment),
access to education and learning materials.

Class inequality shapes life chances. For example:

students with financial support may persist longer at universities or TVET colleges,
while students lacking support may be forced to drop out or reduce study time.

5.2.2 Gender Inequality

Gender inequality affects:

division of labour in families,
safety in public and educational spaces,
workplace promotion patterns,
caregiving burdens.

Sociology explains gender inequality through:

norms about femininity/masculinity,
institutional practices,
power relationships.

5.2.3 Race and Historical Legacies

In South Africa, racial inequality cannot be understood without historical context. Social institutions have been shaped by apartheid and its aftermath, affecting where people live, what schools they attend, and how they access resources.

A high-scoring exam answer uses both:

structural explanations (policy, resource allocation, law),
cultural explanations (stereotypes, norms),
institutional explanations (implementation differences).

5.3 Measuring Inequality: What Sociologists Look For

Sociologists use indicators to study inequality, such as:

educational attainment,
unemployment rates,
income distribution measures,
household living conditions,
access to healthcare,
service delivery outcomes.

Even when exact statistics are not provided in the question, SOC111 expects you to understand the logic of measurement:

What data would you collect?
How would you compare groups?
What might confound results?

5.4 Poverty, Social Exclusion, and the Institutional “Hurdle”

Poverty is not only lack of money; it is often associated with reduced access to:

education and training,
safe housing,
healthcare,
social networks that provide opportunities.

Social exclusion is the outcome where groups are kept out of full participation in society. In institutions like education, exclusion might look like:

poor infrastructure in schools,
limited access to textbooks and computers,
frequent disruptions from household responsibilities,
barriers to transport.

Sociology interprets these conditions as institutional hurdles rather than purely individual limitations.

5.5 Deviance, Crime, and Social Labeling

Sociology offers a labeling perspective: deviance can be produced by social reaction. This is relevant for exam questions about crime and policing:

Some behaviours are defined as deviant more aggressively in certain communities.
Enforcement may be uneven.
Labels can shape opportunities and identity, creating a cycle.

To answer well, you should link:

institutional power (police, courts),
social reaction (media narratives, community attitudes),
individual consequences (employment discrimination, stigma).

5.6 Social Change: How Societies Transform

Social change includes alterations in:

values and norms,
institutional practices,
technology and communication,
social movements and political arrangements.

Sociology explains social change through several forces:

demographic change,
economic shifts,
technological innovation,
political policy reforms,
cultural diffusion and new identities,
collective action through social movements.

5.7 Social Movements and Collective Action

Social movements attempt to change:

policies,
institutional practices,
social norms.

In South Africa, student movements, labour activism, community campaigns, and advocacy around rights have shaped public debate and institutional responses. Sociologically, movements demonstrate:

collective agency,
contested power,
how institutions adapt (or resist).

Exam answers should consider both sides:

movements can improve accountability and rights,
but they can also provoke institutional pushback,
outcomes may depend on political strategy, public support, and resource access.

5.8 Culture Change vs Structural Change: Competing Explanations

A sophisticated SOC111 answer distinguishes between:

cultural change (norms and beliefs shifting),
structural change (policies, institutions, resource distribution shifting).

Sometimes cultural change happens quickly (e.g., public discourse on gender equality), while structural change lags (e.g., workplace promotion practices). Other times structural reforms occur, but cultural norms persist, producing slow real-world improvement.

This distinction is helpful because it prevents simplistic claims like “people changed therefore inequality disappeared.”

5.9 A Coherent Case Study: From Inequality to Institutional Outcomes

Imagine a scenario:

A learner grows up in a household with limited financial resources.
They attend a school with fewer learning resources and larger class sizes.
Later they enter a TVET college or university pathway.
They experience financial stress, may have to work part-time, and may face barriers to learning support.

Sociology explains how inequality can produce unequal outcomes through institution-based mechanisms:

Family constraints affect study time and access to tools.
Education quality influences foundational learning and confidence.
Institutional support systems (tutoring, financial aid awareness) mediate outcomes.
Economy determines post-qualification employment pathways.
Politics and law affect how support programs are funded and distributed.
Community networks influence exposure to opportunities and guidance.

This case study approach is valuable because it shows the multi-institution nature of inequality—an expectation in many SOC111 exam papers.

5.10 Social Institutions, Inequality, and Social Justice: Bringing It Together

SOC111 aims to help you understand that:

institutions are designed to meet social needs,
yet institutions can reproduce inequality,
social change requires attention to both structure and culture,
sociology helps identify patterns and propose critical ways of thinking.

A strong exam conclusion is not “society is unfair” but rather:

how inequality is produced,
which institutions matter most,
what social change mechanisms could be effective,
how to evaluate evidence and avoid stereotypes.

Exam-Ready Skill Builder: How to Answer SOC111 Questions Effectively

1) Common Question Types and How to Approach Them

Define-and-explain questions
- Definition first (clear and sociological), then 2–3 supporting points, then one South African example.
Compare and contrast questions
- Use a structured table or bullet comparison: similarities first, then differences, then implications.
Explain “relationships” between concepts
- Make the causal or interpretive link explicit: culture → socialization → institutions → inequality → change.
Case-based or scenario questions
- Identify relevant institutions and explain mechanisms (family, school, work, law).
“Discuss” questions
- Provide a balanced argument: introduce concept, explain major dimensions, include counterpoints/limitations, then conclude with implications.

2) High-Scoring Writing Checklist

Before submitting an exam answer, check whether it includes:

A sociological definition (not only everyday meaning)
The link between individual experiences and structural factors
At least one South African context example (education, work, family, law, religion)
Clear terminology: culture, socialization, institution, stratification, inequality, social control, social change
Logical flow: intro idea → explanation → example → short conclusion

3) Useful Micro-Templates for Short Responses

Template A (definition):
“Sociology is the study of… It focuses on… This means that… For example…”

Template B (linking sociological imagination):
“This is a personal trouble because… However, it is also a public issue because… therefore…”.

Template C (institution analysis):
“A social institution is… It performs functions such as… In South Africa, it shapes outcomes by….”

Final Consolidation: Key Concepts You Must Know for SOC111

Use the following as a final revision checklist (mentally or on paper). The aim is not memorization only, but the ability to explain and apply.

Sociology: study of social patterns, structures, and consequences
Sociological imagination: linking personal troubles to public issues
Social structure vs agency: institutions shape options; individuals act within constraints
Culture: shared meanings, values, norms, symbols
Socialization: learning culture through primary and secondary agents
Norms and sanctions: how compliance and deviance are managed
Status and roles: social positions and expected behaviours
Social control: informal and formal regulation
Social institutions: stable systems organizing social needs (family, education, religion, economy/work, politics, law)
Stratification: patterned inequality in access to resources and life chances
Inequality dimensions: class, gender, and race (with historical context in South Africa)
Social change: transformation driven by cultural, structural, political, and economic forces
Social movements: collective action to contest and change institutional power
Deviance and labeling: deviance as both behaviour and social reaction
Research methods: quantitative, qualitative, mixed methods; reliability, validity, ethics

If you want, share your WSU SOC111 lecture topics or past exam paper questions, and I can generate a targeted set of mock exam questions with model answers aligned to your exact teaching sequence.