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64 Cards in this Set
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Symbolic Interaction George Herbert Mead and The Self |
Mead is really focused on this idea of the SELF He came up with what he calls ”socialbehaviorism” which became symbolic interaction First two ideas of this theory Theself emerges from SOCIAL experience Socialexperience is based on symbols We are born nothing and are made into who we arebased on our interactions Ifyou tell a dog to “sit” and he sits that doesn’t mean he knows the meaning ofsit. You can train a dog to sit when you say stand or Christmas tree.
Animals respond to what you say and do--> people respond to whatyou think and mean. |
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The "Self" is composed of.... |
I= Self as subject (from within only) That means its in the moment, gives us desires. Ex:I want this, I’m thirsty, I’m happy, I’m hungry, I’m sad Me=self as object (from the outside, as otherssee) As soon as I think about how other people willreact to my decisions that is the Me. I think that if I saw someone do that I wouldsay… so if others see ME like that then they might say… |
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There are four stages in the development of the self: |
Imitation(mimicry, doing what others do without any idea about why you’re doing it) Thisapplies to both children and adults. Play(understand one role, one situation) Ex: T- ball (get the ball run to first basethat’s the only job) Game(understand many roles, one situation) (a) What I do depends on what everyone else is doingat the same time. Generalizedother (understand the role of many people in many situations…the expectedresponse to word or action by a general “other” in many situations) |
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Two Central Concepts of Symbolic Interaction |
Symbols are anything that has meaning Interacting uses symbols, but also defines themthrough negotiation of meaning. Ex: Wedding rings what do they represent?Marriage, love, commitment. Symbols can mean pretty much anything, as longas we agree upon what they mean. |
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When we are interpreting symbols we... |
Are deciding our reality It’s the context it’s the situation that altersmeaning And meaning alters the reality of what weexperience Ex: Abortion. Some people think the destructionof cells by medical procedure and others think of murder. We see the same thingbut its actually very very different |
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The SELF |
George Herbert Mead said that we can stepoutside ourselves and look at ourselves based on how other people see us. Whowe are is a product of our interactions. |
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Identities: Role Identities |
Parts of the self that come from a social role Ex:Student, employee, friends, etc. Role making and Role taking RoleMaking: Doing things you’ve never seen anybody do in that role before, beingcreative. RoleTaking: We take a role that’s already existed (copy others) If role identities are what you do in a givenrole, Person identities are parts of the self that affect you in many roles. Ex:Friendly, outgoing, shy, ect…. We become the person we are through ourinteraction --> we become who people tell us we are. |
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Goffman |
said the self might or might not be a real thingbut we will not know. What goes on inside of our heads may or may not relate towhat goes on in the real world. How we act does not reflect who we really are,but people act based on what roles we’re in. People generally try to make a good impressionon others. And this may or may not be who they really are. |
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Dramaturgical analysis |
Look at social life as if it were a play, usethe language of drama to understand presentation of self. He did not say that everyone is always “acting”he said that we do not know if they’re acting or not. But to assume thateveryone is, will help us learn something. |
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Performance Types |
Dramatic Realization: I have knowledge that makes what I'm about to say important and something you should listen to Idealization i: Building yourself up through your performance--> making yourself seemgreat to get something that you want. Negative Idealization=Talking yourself down to get something that youwant. Mystification :Involves using big complicated words that thepeople you’re talking to don’t know so you seem educated and intelligent. |
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Altercasting |
to try to “cast” someone else into a rolethrough interaction. |
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Differential Association Theory (Sutherland) |
Criminal behavior is learned though interactionwith other in a process of communication Learned mostly in intimate (small) groups Learning Includes Techniques of committing the crime -->Motives, drives, rationalizations and attitudes Direction of motives and drives is learned fromdefinitions of the legal code as favorable or unfavorable Delinquency is caused by an excess of definitions unfavorable of the law compared to definitions favorable to the law |
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Differential associations vary by.... |
Frequency =Refersto how often you interact with someone Duration = Howlong a period of time you’re with those people Priority = Howearly in the life you associate with those people The blanker your slate--> the more of an effect peoplewill have on you Intensity = Theemotional charge in our association with someone Friends as a child, family-->all have thesequalities and therefore big effects on you. |
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Techniques Of Neutralization |
Denial of responsibility Denial of Injury Denial of the victim Condemning the condemners Appeal to higher loyalties |
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Labeling Theory (Becker) |
People respond to the label, not the action. Primary Deviance: Labeling of acts as deviant b) Secondary Deviance: The reactions to the deviantlabel by the deviant Tertiary Deviance: Seeing the deviant label as apositive one by the deviant Retrospective labeling: When past behaviors arerelabeled as something different than the initial label. When past good becomesbad, past bad becomes good. |
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Medicaliziation Of Deviance (Conrad) |
Labels of “badness” get transformed over timeinto labels of “sickness” and the deviance becomes treated as illness. |
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What are some ethnomethos that can be brokendown? |
Object consistency principal Congruency of relevance’s Ex: If a shirt is red and we all agree its red we might see differentcolors but as long as our relevancies match up, it doesn’t matter. Interchangeability of standpoints Ex If I was where you are, id see the way you do andvise versa |
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SI Differences in Gender |
Women: Speak about their emotions, more face to face, givefeedback during conversations so the person speaking knows they’re listening,talk more, more attention to demeanor, touch more, ask more questions, more tagquestions (when you make a statement but then turn it into a question at theend to invite a response) Men: Use humor more frequently, interrupt in conversations,men tend to look around more when speaking to someone, engage in more task talk(if something needs to get done), minimal response, more rough |
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Doctor patient communication |
The better relationship the better your healthwill be Doctors often manipulate to get you to do what they want you to do This is what I think you should do….what do youthink about that People who are aging and are doing things livelonger and stay healthier longer |
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Cultural Forces on Race and Ethnicity |
European Enlightment Anglican Protestantism Western Colonialism |
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Cultural Values |
Rationalism Individualism Personal Responsibility Strong Work ethic Modesty Mastery over nature (including the body) Running In Purge Strengthens More Masters |
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How do white people recognize the roots of their actions in their culture |
White people rarely recognize the roots of theiractions in their culture, and just think of such values as “normal” and “whateverybody thinks and does” Which means other ways of acting are often seenas “deviant” or “suspicious” and not due to culture of different lifeexperiences. |
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Double consciousness and the veil. |
When someone sees their lives through twodifferent eyes or perspectives Minoritieshave to do this. They have to see the way powerful people see them-à as well as how theysee the world themselvesàthis is for survival |
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General Identity theories in Sociology |
Identity Theory- Roles and role performance Social Identity Theory—Group membership andgroup characteristics |
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“Pygmalion in the classroom” : the Oak schoolexperiment and self-fulfilling prophesies. |
Test was supposed to show what kids weresuddenly going to get school….the predicted bloomers (randomly chosen) some ofthose classrooms had IQs going up going 10 or even 20 points over one year.Just because they told the teachers who the “bloomers” were going to be. Teachers were treating the children differentlybased on their labels AKA “bloomers” encouraging them i Ex: "You can get the answer, you can get it right,you can figure it out " Positive and negative labels that teachers givestudents, determine the student they will be |
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Weber views on Government |
no gov is likely to keep its power for long ifcompliance comes only from threat of brute force, people must accept theirsociety’s political system |
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Authority |
Traditional authority: legitimized by respectfor long-established cultural patterns Rational-Legal authority: AKA bureaucraticauthority, power legitimized by legally enacted rules and regulations Charismatic authority: power legitimized byextraordinary personal abilities that inspire devotion and obedience Ex: Hilter |
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Why is the US not truly democratic? |
Problemof bureaucracy---> lots of people working for gov who are elected by no one and don’t answerdirectly to the people Problemof economic inequality --->rich people have more power than poor |
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Capitalism and democracy
Socialism and democracy |
Capitalism and democracy--> freedom but createsinequality that gives rich more power than poor Socialism and democracy---> equality but people aren’tgiven freedom |
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High income people tend to be |
conservativeon economic issues and liberal on social issues, low income people- liberal oneconomic issues and conservative on social issues |
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Many people in US don’t vote Who is most likely to vote? |
Menare more likely than women Oldpeople are more likely than young people Whitepeople are more likely Highincome are more likely |
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Pluralist model of politics |
analysis of politics that sees power as spreadamong many competing interest groups “The people rule” Politics is arena of negotiation bc resourcesare limited and no organization can achieve all its goals Orgs operate as veto groups --> realizing some successbut mostly keeping opponents from achieving all their ends Power spread throughout society |
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Power-elite model of politics |
Analysis of politics that sees power asconcentrated among the rich “A few people rule” Power elite head the economy, gov, military Power elite = “super rich”, top officials in DCand state capitals, highest ranking officials in military Elites move from one sector to another |
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Marxist model of politics |
Analysis that explains politics in terms ofoperation of a society’s economic system Bias of economic system Capitalism creates power elite |
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Power beyond rules |
Political revolution: overthrow of one politicalsystem in order to establish another Risingexpectations- revolutions occur when peoples lives are improving Unresponsivegov- revolutions are more likely when gov is unwilling to reform itself Radicalleadership by intellectuals- intellectuals provide justification for revolution |
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Nuclear family Extended family Kinship |
Nuclear family: family composed of 1 or 2parents and their kids Extended family: family composed of parents andkids as well as other kin Kinship: social bond based on common ancestry,marriage, or adoption |
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Preindustrial societies Industrialization |
Preindustrial societies -->extended family AKA“consanguine family” Industrialization ---> nuclear family AKA “conjugal family” |
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Marriage patterns |
Endogamy:marriage btwn people of the same social category (age, race, religion, socialclass) Exogamy:marriage btwn people of different social categories |
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Residential patterns |
Patrilocality:married couple lives w/ or near the husbands family Matrilocality:married couple lives w/ or near the wife’s family Neolocality: married couple lives apart from both sets of parents |
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Structural functional theory of family |
Socialization, regulation of sexual activity,social placement, material and emotional security |
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Conflict theory of family |
Property and inheritance, patriarchy, race and ethnicity |
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Symbolic interaction theory of family |
Intimacy--->family members identify w/ each other and build emotional bonds |
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Social exchange analysis |
Marriage is form of negotiation Dating allows person to weigh advantages anddisadvantages of potential spouse |
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Ideal and real marriage |
Infidelity:sex outside one’s marriage Goodsex = good relationship |
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High US divorce rate causes: |
Causes: Individualismis on the rise Romanticlove fades Women are less dependent on men Many of today’s marriages are stressful Divorce has become socially acceptable Legallya divorce is easier to get |
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Changes of divorce |
Young spouses who lack $ and emotional maturity are at greatest risk of divorce Chance of divorce goes up if couple marries after unexpected pregnancy or one partner has substance abuse issues People whose parents are divorced have higherchance Non religious people are more likely |
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Violence in families |
Women are more likely to be victim |
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Structural-Functional Theory of Religion |
Durkheim’s 3 functions of religion (The EPP) Establishing social cohesion Promoting social control Providing meaning and purpose |
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Symbolic Interaction Theory of Religion |
Thru rituals (prayers, Easter, etc.) people sharpen their distinction btwn sacred and profane Peter Berger claims --> placing our small lives within some cosmic frame of reference gives us the appearance of ultimate security and permanence EX)Marriage- bond is stronger when it is defined as holy matrimony (reason divorcerate is lower among people w/ strong religious beliefs) |
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Conflict Theory of Religion |
Marx--> religion serves ruling elites by legitimizing the status quo and diverting people’s attention from social inequities Linking church and state Religion encourages people to accept socialproblems of world as they look to a better world to come |
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Religion and social change |
Max Weber Calvinism led to capitalism (during Protestant Reformation) Protestantwork ethic |
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Liberation theology |
Liberation theology: the combining of Christianprinciples w/ political activism, often Marxist in character |
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Types of religious orgs |
Church: type of religious org that is wellintegrated into larger society Favors abstract moral standards (do unto others as you would have them do unto you)over specific rules for day-to-day living Formallytrained leaders Makespeace w/ status quo Denomination:a church, independent of the state, that recognizes religious pluralism Cult: religious org that is largely outside of asociety’s cultural traditions
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Religion in a changing society |
Many people are switching religions (not juststaying with what they group up as) Secularization: historical decline in theimportance of the supernatural and the sacred Civil religion: a quasi-religious loyaltylinking individuals in a basically secular society |
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Religious revival |
Membershipin established mainstream churches is going down and affiliation w/ other formalreligious orgs is going up |
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Fundamentalism |
Fundamentalists take the words of sacred textsliterally Fundamentalists reject religious pluralism(maintain that their religious beliefs are true and that others beliefs arenot) Fundamentalists pursue the personal experienceof God’s presence Fundamentalists oppose “secular humanism”(reject society’s tendency to turn to scientific experts rather than God forguidance) Many fundamentalists endorse conservativepolitical goals (oppose gay marriage and abortion) |
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Functions of schooling |
Socialization Cultural innovation Social integration Social placement Latent functions --> child care, reduce job competition, bring together people to marry, establishnetworks that serve as valuable career resources |
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Symbolic interaction Theory on Education |
Self-fulfilling prophecy JaneElliot’s blue eyes brown eyes experiment (Said blue eyed kids were better--> gave them that positive feedback--> they began to really think that they're better) |
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Conflict Theory on Education |
Social control ---> teaches obedience Standardized testing --->bias based on class, race,and ethnicity, test questions always reflect society’s dominant culture Tracking: assigning students to different typesof educational programs |
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Inequality in public schools |
Publicschools are better in more affluent areas than in poor communities bc they arefunded thru local property taxes Minorityschools suffer from more than just less money -->larger class size insufficient libraries, fewer science labs Culturalcapital- parents who value schooling, read to their kids, and encourageimagination Homeenvironment makes a difference in performance |
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Privilege and personal merit |
Schoolingtransforms social privilege into personal merit Credentialsociety- one that evaluates people on basis of their schooling Moremoney means better schooling which means better job in future |
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Bureaucracy and Education |
Rigid uniformity Numerical ratings Rigid expectations- must stay on track, poorperformers are pushed from grade to grade, really smart people are not pushedto skip grades Specialization- students have a differentteacher for each subject so no school official gets to know the student well Little individual responsibility- teachers havelittle say in curriculum, students don’t learn on their own |
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Current issues in US education |
School choice Someargue that public schools teach poorly bc they have no competition, so givingparents option will make them teach better Critics(teacher unions)- gives up on nation’s commitment to public education and thatit won’t improve schools in central cities NoChild Left Behind- more money given to schools where students don’t performwell on tests, if schools don’t show improvement the students can transfer toanother school Magnetschools- special programs to excel in particular field Charterschools- public schools given more freedom to try out new policies Schoolingfor profit- public schools run by private businesses for profit |
