Sociology: Chapter 4 The self and interaction
ascribed status
a position where a child is born into a status, normally impossible to change ex: gender or race
saturated self
a postmodern idea 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 or imposed by others ex: occupation, hobby, or skill ex: criminal identity, mental illness, or drug addiction
embodied status
a status generated by physical characteristics ex: beauty or disability
master status
always relevant and affects all other statuses we possess
definition of the situation
an agreement with others about "what is going on" in a given circumstance. this allows us to coordinate our actions.
cooling the mark out
behaviors that help others to save face or avoid embarrassment, often referred to as civility or tact
Id
composed of biological drives, the source of instinctive, psychic energy main goal: achieve pleasure to avoid all pain the selfish+unrealistic part of the mind
Superego
composed of two components: the conscience and the ego-ideal. it represents the internalized demands of society.
impression management
effort to control the impressions we make on others so that they form a desired view of us and the situation, the use of self-presentation and performance tactics
autoethnography
ethnographic description that focuses on the feelings and reactions of the ethnographer
role conflict
experienced when we occupy two or more roles with contradictory expectations within one role ex: football player keeps playing football or goes home to wife and kids to take care of them
copresence
face to face interaction or being in the presence of others
4 most predominant agents of socialization
family, school, peers, and the mass media
Psychosexual stages of development
four distinct stages of the development of the self between birth and adulthood, according to freud, personality quirks are a result of being fixated or stuck at any stage ex: first stage people-smoke/overeat ex: second stage people-control freak
peers socialization
have the most intense and immediate effect on each other
school socialization
helps kids become less dependent on the family, learn their behavior will be judged
frontstage
in dramaturgical perspective, the region in which we deliver our public performance
front
in dramaturgical perspective, the setting or scene of performances that helps establish the definition of the situation
Self
individuals conscious, distinct from other individuals
dual nature of the self "me"
is the object component. the experience of the norm abiding, conforming part of ourselves, more socialized and therefore reliant on others.
family socialization
most f our primary socialization, which teaches us to become mature, responsible members of society
expressions given off
observable expressions that can be either intended or unintended and are usually nonverbal
total institution
prisons, cults, schools, places that individuals are cutout from society so they can be controlled and create new identities
Socialization
process of learning and internalizing the values, beliefs, and norms of our social group, by which we become functioning members of society
Ego
realistic aspect of the mind, helps balance Id and superego "ok this time the other guy won but if i keep trying im bound to get that raise eventually"
dramaturgy
social life in analyzed in terms of its similarities to theatrical performance tactics
feeling rules
socially constructed norms regarding the appropriate feelings and displays of emotion ex: boys dont cry, no laughing at funerals
role-taking emotions
sympathy, embarrassment, and shame, require that we be able to see things from someone elses point of view
mass media socialization
television and internet models and celebs based around body image and behavior
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
preparatory stage
the first stage in meads theory where children mimic or imitate others. under age 3.
dual nature of the self
the idea that we experienced the self as both subject and object, the "i" and the "me"
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 agree that it exists
emotion work
the process of evoking, suppressing, or otherwise managing feelings to create a publicly observable display of emotion
resocialization
the process of replacing previously learned norms and values with new ones as a part of a transition in life
role
the set of behaviors expected of someone because of status
dual nature of the self "I"
the subject component. the experience of an active and creative part of ourselves, somewhat less socialized
role strain
the tension experienced when there are contradictory expectations within one role
game stage
the third stage in meads theory. children play organized games and take on the perspective of the generalized other.
thomas theorem
classic formulation of the way individuals define situations, whereby "if people define situations as real, they are real in their consequences" ex: woman slaps man, could be abuse, moviestar, joke, your reaction depends on the situation
backstage
in dramaturgical perspective, places in which we rehearse and prepare for our performances
region
in dramaturgical perspective, the context or setting in which the performance takes place
expressions of behavior
small actions (eye roll) that serve as a tool to project our emotions on the situation
Agents of socialization
social groups, institutions, and individuals that provide structured situations in which socialization takes place
agency
the ability of the individual to act freely and independently
Nature Vs. Nurture Debate
the ongoing discussion of the respective roles of genetics and socialization in determining 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
role exit
the process of leaving a role that we will no longer occupy
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
expressions given
verbal and intended
Looking glass self
we act like mirrors to each other, self develops through our perception of others evaluations of us.
play stage
the second stage in meads theory. children pretend to play the role of the particular or significant other. this is after age 3. ex: play "mommy" "firefighter" "princess"
examples of looking glass self
1. we imagine how we look to others 2. we imagine other peoples judgement of us 3. we experience some kind of feeling about ourselves based on our perception of other peoples judgments