Sociology: Chapter 4 Socialization, Interaction, and the Self

ID, EGO, and SUPEREGO

According to Freud, the three interrelated parts that make 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 that has two components (the conscience and ego-ideal) and represents the internalized demands of society.

expressions given off

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

Dual Nature of the Self

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

Generalized Other

the perspectives and expectations of a network of others (or 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 *1: as child learn behavior of significant other they began to internalize new perspective in addition of their own *2: this is anticipitory socialization for the real roles a child might play in the future

emotion work (emotional labor)

the process of evoking, suppressing, or otherwise managing feelings to create a publicly observable display of emotion *1: ex. flight attendants are required to manage their feelings by being happy all the time in the job as a positive atmosphere

resocialization

the process of replacing previously learned norms and values with new ones as a part of transition in life *1: serious illness or growing old provide serious resocialization

agency

ability of the individual to act freely and independently.

Preparatory Stage

1st stage in Mead's theory of development of self wherein children mimic or imitate others *1: at the age of 3 lack of develop sense of self so what they do is mimic what others are doing. making faces etc. *

Play Stage

2nd stage of Mead's theory of developpment of self wherein children pretend to play the role of the particular of significant other. *1: when they play being mommy, firefighter, princess

Game Stage

3rd stage of Mead's theory wherein children play organized games and take on the perspective of the generalized other. *1: child must follow the rules of the game and know the different roles of other players -Mead calls overview perspective of generalized other *2: children began to learn the set of standards common to the social group or their teammates.

Sociobiology

A branch of science that uses biological and evolutionary explanations of social behavior. 1. In 2003 Human Genome Project was completed which identified all genes constituting human DNA. 2. They were finding that the social environment change genes. 3. Some researchers agree suggest that social or environmental context can significantly alter the way gene expresses itself. Theory referred as "gene-by-environment interaction" would require sociology and genetics to work together to understand where behaviors come from.

Thomas Theorem

Classic formulation of the way individuals determine reality, whereby "if people define situations as real, they are real in their consequences." *1: because we encounter ambiguous situations everyday, many meanings are possible; the way we define each situation, then become its reality

Superego

Composed of 2 components: Conscience and Ego-ideal Conscience keep us from engaging to socially unacceptable behavior. Ego-ideal upholds our vision of who we believe we should ideally be. Superego helps avoid killing competitor and strive to work hard in getting the raise in acceptable ways.

Psycho-sexual Stages Of Development

Four Distinct stages of the development of self between birth and adulthood, according to Freud; personality quirks are a result of being fixated , or stuck, at any stage. 1. Freud's theory state that child pass the 1st three stages at age one and five; no memory but psychoanalytic theory state that set the rest of adult life. 2.Last stage is around 12 year old few people successfully complete which is the transition to maturity. 3. People find themselves stuck or fixated on a stage -oral fixation-stuck at 1st stage; a person who smokes, aggressive etc. -anal retentive- stuck at 2nd stage tightwad, control freak, neatnik etc.

Feral Children

In myths and rare real-world cases, children who have had little human contact and may have lived in social isolation from a young age. 1. Real cases of children being raised by wolves, as well as fictional books Tarzan and The Jungle Book. 2. Though rare, these cases give social scientists the chance to study the effects of social isolation and to better understand the relationship between human development and socialization. 3. Example: Genie who was kept since infancy by his father in a small room. Deprived from human interaction. She had not been exposed to language and had not been able to learn to speak, lack in physical development, afraid of strangers and devoid social skills. She had animal-like qualities.

Ego

Part that deals with real world. Operate on basis of reason and helps to mediate and integrate demands of both ID and Superego

Self

The individual's conscious, reflexive experience of a personal identity separate and distinct from others. +1: experience real personal identity that separate and different from other people. +2: We can be proud of ourselves, lose control or change ourselves. +3: Rene Descartes "I think, therefore, I am" he express fact that we possess consciousness about ourselves. We know that consciousness is core of humanness. +4 Where do sense of self come from? The self is created through social interaction over the course of a lifetime

Looking-Glass Self

The notion that the self-develops through our perception of others' evaluations and appraisals of us. 1. Charles Cooley member of Chicago school of sociology explained how individuals gain sense of self. 2. He said we all act like mirror to each other, reflecting back to one another an image of ourselves. Three steps we do this: *1: we imagine how we look to others *2: we imagine other people's judgement *3: we experience feeling about ourselves based on our perception of other people's judgements. 4. As a result there is no sense of self without society.

Nature VS. Nurture Debate

The ongoing discussion of the respective roles of genetics and socialization in determining individual behaviors and traits. -On nature side often sociobiologist, some psychologist and other natural sciences argue that behavioral traits can be explained by genetics. -On nurture, sociologist and other social sciences argue that human behavior is learned and shaped through social interaction. -Which one is right: Both are right genetics or nurture plays a role in who we are.

Socialization

The process of learning and internalizing the values, beliefs, and norms of our social group, by which we become functioning members of society. (1. We learn our society's way of life and make it our own. 2.Socialization accomplishes two main goals: 1st teaches members the skills necessary to satisfy basic human needs and defend themselves from danger and keep society to continue to exist. 3. Socialization teaches norms, values, and beliefs associated to their culture and ensure members to adhere to their shared way of life.)

status

a position in a social hierarchy that carries particular set of expectations *1: sometimes formalized such as professor, president or parent -statuses that are informal are class clown or conscience of your group of friends

saturated self

a post-modern idea that the self is now developed by multiple influences chosen from a wide range of media sources

definition of situation

an agreement with others about what is going on in a given circumstances; this consensus allow us to coordinate our actions with others and realize goals

dramaturgy

an approach pioneered by Erving Goffman in which social life analyzed in terms of its similarities to theatrical performance *1: in theater we use certain tools to aid in our impression management

cooling the mark out

behaviors that help others to save face or avoid embarrassment often referred to as civility or tact *1: to avoid a proffessor who has a spinach on his teeth from being embarassed or destroy his identity as an expert, you would not call out for attention about it.

ID

composed of biological drives, source of instinctive, psychic energy. The Goal is to feel pleasure and avoid pain in all situations, ID is unrealistic and selfish part of the mind.

role-taking emotions

emotions such as sympathy, embarrassment, or shame that require that we assume the perspective of another person or group and respond accordingly

total institutions

example of dramatic socialization; institutions in which individuals are cut off from the rest of society so that they can be controlled and regulated for the purpose of systematically stripping away previous roles and identities in order to create new ones *1: prisons, cults, mental hospital, monastaries, military, boarding schools

role strain

experienced when there are contradictory expectations within one role

role conflict

experienced when we occupy two or more roles with contradictory expectations

expressions given

expressions that are intentional/ intended and usually verbal, such as utterances *1: most of our speech falls into this category; almost of what we say we mean atleast in that moment *2: only in situations such as fear, pain, ecstasy we make unintented utterances

copresence

face-to-face interaction or being in the presence of others *1: it became very complex now to have copresence b/c as modern we now can see each other technologically through skype, meeting via video, text, robotic surgery etc.

front

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

stereotyping

judging on preconcieved generalizations about groups or categories of people *1: master status carry expectations that blind people of our personalities; assumptions of what asian or other race, alcoholics etc. do rather than their actual attributes is reffered to stereotyping

feeling rules

norms regarding the expression and display of emotions; expectations about acceptable or desirable feelings in a given situation *1: social norms about what is an appropriate feelings and display of emotions ex. boys don't cry, no laughing at funerals

personal front

performance tactics we use to present ourselves to others, including appearance, costume, and manner

frontstage

place where we deliver performance to an audience of others

backstage

places in which we rehearse and prepare our performances to an audience of others

social construction

process by which a concept or practice is created and maintained by participants who collectively agree that it exists *1: self is something created in interaction with others who also participate in agreeing to reality or meaning of the self being presented in the situation

role exit

process of leaving a role that we will no longer occupy

role

set of behaviors expected of someone because of his or her status *1: goffman use dramaturgy to describe how roles provide kind of script, outlining what we are expected to say/ do as a result of our position

expressions of behavior

small action like an eye roll or head nod that serve as an interactional tool to help project our definition of the situation of others

agents of socialization

social groups, institutions, and individuals (especially the family, schools, peers, and the mass media) that provide structured situations in which socialization takes place *1: family is the most significant agent of socialization: provides early emotional and social bonds

achieved status

status earned through individual effort or imposed by others

embodied status

status embedied by physical characteristics

master status

status that is always relevant and affects all other statuses we possesss *1: embodied, ascribed, or achieved statuses take on the power of what sociologist call "master status"

ascribed status

status that is inborn; usually difficult or impossible to change

region

the context which the performance is taken place, including location, decor, props *1: includes location, props, screnery, decor; provides elements that helps establlish boundaries of interaction context. ex. carry briefcase into a bar, but not a good idea to carry beer in a classroom

impression management

the effort to control the impressions we make on others so that they can form a desired view of us and the situation; the use of self-presentation and performance tactics *1: We say and do what we think is necessary to communicate who we are and what we think, and we refrain from doing or saying things that might damage the impression we want others to have on us

hidden curriculum

values or behaviors students learn indirectly over the course of their schooling *1: a set of of behavioral traits such as punctuality, neatness, discipline, har work, competition and obedience; socialization we learn from school ovelaps what we learn from family