Upgrade to remove ads
Soc Test 2
Terms in this set (61)
"our most essential and personal characteristic. It consists of our membership in various social groups (race, ethnicity, religion, gender, etc.), the traits we show to others, and the traits they ascribe to us"
you occupy ("membership in various social groups"), NOUNS
youandothersfeelyoupossess("traitswe show to others, and the traits they ascribe to us"), ADJECTIVES
The process by which one acquires and develops a personal identity, which involves also learning how "to act according to the rules and expectations of a particular culture"
great deal of variation in identities
Because we are socialized into culture, and because every stable group of people has a culture, and because we have many subcultures in our society, we see...
Differential exposure to major "agents of socialization"
individuals, groups, and organizations who influence the socialization process. Different significant others means different "role sets"
Process of learning new ideas, values, and norms when leaving an old status and entering a new one. E.g., "the gloried self"
People occupy multiple statuses
the status in the status set that is most central to the individual's identity
a group of various significant others that relate specifically to the role we are learning and/or playing.
Role Models with whom we interact and who help us to understand the role expectations for that status
Institutional agents of Socialization
how individuals, groups, and organizations that are part of the same institutional sphere affect the socialization process
Manifest Socialization Function
to develop cognitive skills
Latent Socialization Function
often emphasizes conformity
Mead's Theory of "I"
the impulsive and creative aspect of the self
Mead's Theory of "Me"
is the socialized aspect of the self which is composed of internalized norms and values and is ever mindful of its social reflection.
Dialogical Relationship between Mead's "I" and "me"
there is a conversation between the "I" and the "Me" in everything we do.
Two Stages of how "Me" is developed
play stage and game stage
children begin pretend to be people in different statuses, They imitate the roles associated with those statuses: delivering imaginary letters, playing dress-up, having tea parties, performing imaginary operations, and so on.
Taking the Role of the Other
By pretending to be people who occupy other statuses, children come to understand the perspectives of people other than themselves.
- also known as "role-taking"
the child begins to engage in team sports and group activities which require that she not just perform one role, but she must be able to understand what is going on from the perspective of all of the others involved
a microcosm of society
Mead's Culminating Outcome
when the child develops an ability to see situations not just from the perspective of the others immediately involved, but from the perspective of the community more generally or even from the perspective of society as a whole.
fully functioning human beings according to Mead
When we are able to incorporate the generalized other into the "Me" part of our self
argued that the self is defined and developed through social interaction
Our image of ourselves is largely a reflection of how other people react to us
looking glass self
the self that emerges from the process of reflected appraisals
Cooley's 3 Stages of Self-Development
1. recognition of oneself as distinct from the physical environment
2. language acquisition
3. development of looking glass self-we interpret actions of others toward us as mirrors in which we see ourselves
3 Elements of the Looking-Glass Self
1. our perception of how we appear to another person
2. our estimate of the judgment the other person makes about us
3. some emotional feeling about this judgment, such as pride or shame
"The Gloried Self: The Aggrandizement and the Constriction of Self,"
Patricia and Peter Adler apply Cooley's concept of the "looking glass" self to understanding of socialization to the identity development of college athletes - "athletes' impressions of themselves were modified and changed"
the process by which people (especially the young) "acquire the values and orientations found in the statuses they will likely enter in the future"
Working "the Code": On Girls, Gender, and Inner-City Violence
Boys/men andgirls/women share the same life circumstances in the inner-city.
• But how they respond to and negotiate those circumstances - how they "work the code" - can differ by gender.
Gender Differences Identified by Jones
Girls attempt to be "good" by staying home and limiting friendships. They seek to have respect, dignity, and positive life chances by staying away from trouble.
•Girls maintained societal ideals about "femininity" (being a "pretty girl")
• Fewer weapons involved in violence; when there were tended to be cutting instruments rather than guns.
We are able to negotiate, change, mold, and manage our identity from situation to situation.
• We try to present different images of ourselves to different people.
the sociological view that explores social interaction as an improvisational theater in which impression management is the main performance
-The person most directly responsible for introducing the concept of impression management into the sociological lexicon
-argues that we present ourselves to others in interaction as people having identifiable characteristics and deserving of treatment in a certain fashion
our impression management performances are geared toward the creation of a...
The area of social interaction where impression management performances take place, where people cultivate and maintain a particular appearance (i.e., a "FRONT") as they interact with others (their audience).
region where people can knowingly violate their impression management performances, rehearse and rehash their performances, or step out of character entirely.
3 resources to create a front
setting, appearance, manner
decor, furniture, other aspects of the physical layout and its equipment, things we carry such as books, magazines, briefcases, drinks, cigarettes.
"those stimuli which function at the time to tell us of the performer's social status." E.g., sex, age, clothing and other signs of our social position ("status symbols")
"stimuli which function at the time to warn us of the interaction role the performer will expect to play in the oncoming situation." E.g., haughtiness, friendliness, shyness, deference, command.
pulling off a successful front is dependent upon:
1. resources at ones disposal
2. audience's willingness to accept the front
performance---->self, self is the effect of our character performance
"the individual as character"
Are social and empirically observable
"the individual as performer"
Are not amenable to sociological analysis
sometimes we mismanage our impressions and the front we are creating is discredited.
remedies for spoiled identities
two kinds of aligning actions
accounts and disclaimers
verbal statements designed to explain embarrassing behavior
verbal assertions given before the fact to forestall negative implications of behavior
the process of gently persuading someone to accept a less desirable but still reasonable alternative identity.
A deeply discrediting characteristic, widely viewed as an insurmountable obstacle preventing competent or morally trustworthy behavior
defects of the body
scars, blindness, other physical handicaps
defects of character
dishonesty, weak-will, substance abuse
membership in devalued social groups
race, religion, ethnicity
"The Girl Hunt"
(1) The activity is not just pragmatic (ends). It is also "ritualistic and performative . . . a social drama through which young men perform their interpretations of manhood" (means).
(2) Though males prowling for female sexual partners is, superficially, a heterosexual activity, it is not "purely" so; it may also be a "homosocial activity."
(3) Although the "score" would seem to benefit the individual, Grazian sees "the girl hunt as a kind of collective activity, in which they [males] enjoy the social and psychological resources generated by group cohesion and dramaturgical teamwork."
Set of individuals who cooperate in staging a performance that leads an audience to form an impression of one or all team members.
YOU MIGHT ALSO LIKE...
Sociology: chapter 4
sociology chapter 4 self and interaction
Sociology- Chapter 4
Soc Psych Chapter 4
OTHER SETS BY THIS CREATOR
Soc Test 2
Soc Test 1
Psych Test 4
OTHER QUIZLET SETS
NOT TO EDIT, JUST TO STDUY - A&P Chapter…
A post industrial economy (UK)
Social Psych - Chapter 5