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