sociology chapter 4 self and interaction

saturated self

a postmodern ideas that the self is now developed by multiple influences chosen from a wide range of media sources

achieved status

a status earned through individual effort (occupation hobby or skill)

embodied status

a status generated by physical characteristics (beauty or disability)

master status

a status that is always relevant and affects all other statuses we posses (stereotyping based on gender women race black)

play stage

the second stage in mead's theory of the development of del wherein children pretend to play the role of the particular or significant other

role

the set of behaviors expected of someone because of his or her status

the looking glass self charles cooley

he believed that we all act likes mirrors to each other reflecting back to one another an image of ourselves we do this in 3 steps -we imagine how we look to others -we imagine other people's judgments of us -we experience some kind of feeling about ourselves based on our perception of other people's judgments -for volley there could be o sense of self without society for there is no individual self without a corresponding other to provide us with out looking glass self image

statuses and roles do what for us?

help shape our identities by providing guidelines (sometimes formal sometimes informal) for our own behavior and by providing the patterns that other use to interact with is. they are part of the construction of our social selves

socialization is a two fold process

it includes the process by which a society culture or group teachers individuals to become functioning members, and the process by which individuals learn and internalize the values and norms of a group

stereotyping

judging others based on preconceived generalizations about groups or categories of people

the social construction of emotions

role taking emotions feeling rules emotion work (emotional labor)

expressions of behavior

small actions such as an eye roll or head nod that serve as an interracial tool to help project our definition of the situation to others

agency

the ability of the individual to act freely and independently

socialization

the process of learning and internalizing the values believes and norms of our social group by which we become functioning members of the society

role exit

the process of leaving a role that we will no longer occupy

resocialization

the process of replacing previously learned norms and values with new ones as a part of a transition in life

adult socialization

the process of socialization never stops, its remains as a perpetual joinery whereby individuals must continually adapt to change in the face of newly contracted social structures (agents)

approach to the self and interaction: psychoanalysis

Freuds theory of the unconscious mind as composed of an interrelated system (id ego superego) that underlies human behavior; personality develops through psychosexual stages

mind self and society George Herbert Mead

-believed children gained a sense of self at about the same time they learned how to speak a language steps of development -preparatory stage: children under the age go three lack a completely developed sense of self and so they have difficulty distinguishing themselves from others, such children begin the development process by simply imitation or mimicking others around them without fully understanding the meaning of their behavior -after age 3 children enter the play stage which is when they start to play the role as mommy this is referred to as taking the role os the particular or significant other -in the final stage that is game stage children's self awareness increases through a process mead described as using the example of games this is where the generalized other takes place -the I is the subject component- the experience of a spontaneous active and creative part of ourselves somewhat less socialized. the me is the object component the experience of a norm abiding conforming part of ourselves more socialized and therefore reliant on others

appraoch to the self and interaction: dramaturgy

Goffman's theory of the presentation of self; we are like actors on s stage whose performance strategies aid in impression management

psychoanalytic theory

Sigmund Freud -emphasizes childhood and sexual development as indelible influences on as individual's identity. -Freud believed that the conscious level of awareness was but the tip of the iceberg and that just below the surface was a far greater area of the mind, the subconscious and the unconscious -he proposed that this unconscious energy was the source of our conscious thoughts and behavior

status

a position in a social hierarchy that carries a particular set of expectations

ID,EGO, and SUPEREGO

according to freud the three interrelated parts that mae up the mind: the id consists of basic inborn drives that are the source of instinctive psychic energy; the ego is the realistic aspect of the mind that balances the forces of the id and the superego; the superego has two components (the conscience and the ego ideal) and represents the internalized demand of society

the process of resocialization is similar

all previous identities are suppressed and an entirely new disciplined self is created

definition of the situation

an agreement with others about what is going on in a given circumstance this consensus allows is to coordinate our actions with those of others and realize goals

dramaturgy

an approach pioneered by erving goffman in which social life is analyzed in terms of its similarities to theatrical performance

ascribed status

an inborn status usually difficult or impossible to change (gender)

total institution

an institution in which individuals are cut off from the rest of society so that their lives can be controlled and regulated for the purpose of systematically stripping away previous roles and identities in order to create new ones

how does the super ego develop

as a result of parental guidance particularly in the form of the rewards and punishments we receive as children. the superego inhibits the urges of the id and encourages the ego to find morally acceptable forms of behavior. so the superego helps suppress the urge to kill your competitor and keeps you working toward getting that raise in socially acceptable ways

cooling the mark out

behaviors that help others to save face or avoid embarrassment. often referee to as civility or tact

thomas theorem

classic formulation of the way individuals define situations whereby if people define situations as real they are real in their consequences in other words because we encounter ambitious situations every day, many meanings are possible. they way we define each situation then becomes its reality

what is the core at humanness

consciousness, having a sense of one's self is perhaps the most fundamental of all human experiences (Rena Descartes I think therefore I am)

approach to the self and interaction: looking glass self

cooleys theory of the self concept as derived from howe imagine others see us and the feelings about ourselves based on the perceived judgements of others

emotion work (emotional labor)

the process of evoking suppressing or otherwise managing feelings to create a o publicly observable display of emotion

emotions and personality

emotions aren't fully determined by sociayet, but they are indeed social, we respond individually but there also are social patterns in our emotion responses

role taking emotions

emotions like sympathy embarrassment or shame that require that we assume the perspective of another person or many other people and respond from tat person or group's point of view

psychosexual stages of development

four distinct stages of the development go the self between birth and adulthood according to Freud; personality quirks are a result of being fixated or stuck at any stage -a child passes through the first 3 stages between ages one and five -the last stage begins at about age 12 -if you exhibit certain quirks at a latter age than this signals that you did not fully complete the stages

auto ethnography

ethnogrpahic description that focuses on the feelings and reactions of the ethnographer

role conflict

experienced when we occupy two or more roles with contradictory expectations

copresence

face to face interaction or being in the presence of others

social isolation

feral children are a result of this --human development and socialization --demonstrating that without socialization we are almost totally devoid of qualities we normally associate with being human

socialization accomplishes two main goals

first is teachers members the skills necessary to satisfy basic human needs and to defend themselves against danger thus ensuring that society itself will con tire to exist, second socialization teaches individuals the norms values and beliefs associated with their culture and provides ways to ensure that members adhere to their shared way of life

backstage

in the dramaturgical perspective places in which we rehearse and prepare for our performances

region

in the dramaturgical perspective the contact or setting in which the performance takes place

frontstage

in the dramaturgical perspective the region in which we deliver our public performances

front

in the dramaturgical perspective the setting or scene of performances that helps establish the definition of the situation

approach to the self and interaction: mind self and society

mead theory of the self that develops through three stages preparatory play and game) in role taking the particular or generalized other we learned see ourselves as others do

expressions given off

observable expressions that be either intended or unintended and are usually non verbal

who has the most important influence on socialization when individuals get older peers or parents?

peers(because they spend more time with their peers)

perspectives of the self

psychoanalysis looking glass self mind self and society dramaturgy

agents of socialization

social groups institutions and individuals that provide structured situations in which socialization takes place

feeling rules

socially constructed norms regarding the expression and display of emotions expectations about the acceptable or desirable feelings in a given situation

dramaturgy ervin goffman

symbolic interactionist - he believes that all meaning as well as our individual selves is constructed through interaction

impression management

the effort to control the impressions we make on others so that they form a desired view of us and the situation the use of the del presentation and performance tactics

personal front

the expressive equipment we consciously or unconsciously use as we present ourselves to others including appearance and manner to help establish the definition of the situation

what are the four most predominant agents of socialization?

the family schools peers and the mass media

preparatory stage

the first stage in mead's theory of the development of self wherein children mimic or imitate others

dual nature of self

the idea that we experience the self as both subject and object the I and the me

self

the individual's conscious reflexive experience of a personal identity separate and distinct from other individuals

looking glass self

the notion that the self develops through out perception of others evaluations and appraisals of us

the nature vs. nurture debate

the ongoing discussion of the respective roles of genetics and socialization in deterring individual behaviors and traits

generalized other

the perspectives and expectations of a network of others (or of society in general) that a child learns and then takes into account when shaping his or her own behavior

particular or significant other

the perspectives and expectations of a particular role that a child learns and internalizes

social construction

the process by which a concept or practice is created and maintained by participants who collectively agrees that it exists

role strain

the tension experienced when there are contradictory expectations within one role

game stage

the third stage in mead theory of development of self wherein children play organized games and take on perspective of the generalized other

hidden curriculum

values or behaviors that students learn indirectly over the course of their schooling because of the structure of the educational system and the teaching methods used