Sociology Ch. 3: Socialization and Social Interaction – Flashcards

A status that a person gains voluntarily, such as a job title. The result of individual effort. It depends on capabilities and efforts of the individual. You gain from the result of your behavior.

A status that a person is born with and has no control over, such as biological sex or race. It does not depend on capabilities and efforts of the individual. It is given to you by other people.

An encounter designed to humiliate an individual.

Erving Goffman's metaphor for understanding social interaction.

Sigmund Freud's term for the rational part of the personality.

A term used for children who have been extremely socially isolated. Human-ness is taught--nurture.

George Herbert Mead's term for society's conscience.

The beliefs and values that children learn in school.

Sigmund Freud's term for the instinctual, selfish part of the personality.

Erving Goffman's term for the process whereby individuals who are interacting try to convey a favorable impression of themselves.

Charles Horton Cooley's term for one aspect of the process whereby we gain an understanding of our self-image and self-identity. theorized that the "self" emerges from our ability to assume the point of view of others and imagine how those others see us.

A status such as race, gender, or disability that overrides a person's other statuses. The person's dominant statues. It is the status that is most influential in shaping one's life. Ex: Race, sexuality, getting married or not.

A dramatic change in a person's beliefs, values, and behavior, often occurring in total institutions. A dramatic change in a person's beliefs, values, and behavior, often occurring in total institutions. Occurs when powerful socializing agents deliberately cause rapid change in one's values, roles, and self-conception.

Behavior expected of an individual in a particular status. The behavior (or set of behaviors) expected of a person occupying a particular position in society.

The problems arising when a person has to deal with competing demands on two or more roles that the person is expected to play. when you hold many different roles, and within each of those roles you have to do many things: what happens if those do not fit together this happens.

The problems arising when a person performing a role has to deal with competing demands on that role. If you have too many activities within that one role. You have role strained. Ex Student pays tuition, get along with roommates, study, activities.

Self-image, self-identity, or self-concept.

George Herbert Mead's term for parents and other important individuals in the lives of children.

The process by which individuals understand and create reality through their interaction with other individuals.

The process whereby individuals learn the culture of their society. They do so by: entering and disengaging from a succession of roles. becoming aware of themselves as they interact with others. is the process by which individuals internalize the values, beliefs, and norms of a given society and learn to function as a member of that society. not only do people live in society, but society also lives in people (Peter Berger, 1963). -idea of our culture exist bc we all agree it exist. is the process through which people learn the expectations of society. this is the basis for social identity this is the process by which groups and individuals within those groups are brought into conformity with dominant social expectations. Begins when you are born, ends when you are dead.

A position a person occupies in society, such as parent, sibling, or teacher. It is an established position in a social structure that carries with it a degree of prestige, i.e., social value. It is a rank in society.

All the statuses that an individual holds.

Sigmund Freud's term for society's conscience.

George Herbert Mead's term for what children do when they play that helps them acquire an understanding of their self.

Institutions that have total control over their residents' lives. Institutions that have total control over their residents' lives. Characteristics of these institutions: They take away the identity of their residents in an effort to weaken their self-identity and ensure conformity to the institutions' rules They subject their residents to harsh treatment are settings where people are isolated and under the control and supervision of a specialized staff, leader(s), or collective culture. Ex: Fraternity

The process of acquiring the basic skills needed to function in society during childhood. Usually takes place in a family.---usually in your family

Socialization outside the family. Media, workplace, government, church.

Composed of people who are not necessarily friends but are about the same age and of similar status as the individual. Status refers to a recognized social position that an individual can occupy.

Individuals use the perceptions that others have of them to develop judgments and feelings about themselves--looking glass self.

Children pretend to be other people in their play and in so doing learn what these other people expect of them--taking the role of others. The self is the ability that develops over time to take oneself as an object through a process called taking the role of the other. The I and Me are two distinct phases of the self. These concepts are important to a human's ability to think. The "I" is the unconscious, incalculable, unpredictable, and creative part of the self. It is an individual's response to others. The "I" allows a human to develop a personality. The "Me" refers to the conscious understanding of what a person's responsibilities are to a larger group. The "Me" is rational and exerts social control over the "I".

Social interaction enables infants to begin developing a self-image or this a set of ideas and attitudes about who they are as independent beings. Having this means that you matter to the world. It used to be that moms would just let babies cry, but now a days it is said that that makes the baby lose this.

Children learn to use language and other symbols by imitating important people in their lives.

Children pretend to be other people.

Around age 7, children play games that require them to take the role of other people. Once a child can think in this way, she can begin the fourth stage which involves taking the role of the generalized other. Understand that different ages have different perspective.

The personality consists of the id, ego, and superego. If a child does not develop normally and the superego does not become strong enough to overcome the id, antisocial behavior may result. Proposed the first social-scientific interpretation of emergence of the self: Id - the part of the self that demands immediate gratification Superego - personal conscience Ego - balances the conflicting needs of the id and the superego

The connections between early childhood development and adult personality are more complex than Freud assumed. Freud shows gender bias in his analysis of male and female sexuality. Freud neglects socialization after childhood.

Lawrence Kohlberg, Carol Gilligan: Children develop their ability to think and act morally through several stages. If they fail to reach the conventional stage, in which adolescents realize that their parents and society have rules that should be followed because they are morally right to follow, they might well engage in harmful behavior. Whereas boys tend to use formal rules to decide what is right or wrong, she wrote, girls tend to take personal relationships into account. Carol Gilligan's research demonstrated that sociological factors help explain differences in the sense of self that boys and girls usually develop. Parents and teachers pass on different cultural standards to boys and girls. Much research shows that girls develop lower self-esteem than boys. She was interested by why at the age of 10, a lot of girls that collective generalized other. But not boys. And boys suppressed collective generalized other. She argued the development of boys and girls are different bc of the gender socialization they experience. Kohlberg: He argues that most people dnt reach post conventional morality, they get stuck at the conventional morality. Pre-conventional—kids get punished if they do wrong Conventional morality—taking on responsibility. College students take responsibility of grades and everything. Post-conventional morality—being to recognize that laws and rules and opinions of others dnt really matter. High order of molarity is what matters, and what guides your decisions. The higher we see education go, we can generally hope that after graduation we hit post conventional morality...having a more critical thought process. Very correlated with education

Erik Erikson- Identity development encompasses eight stages across the life course. The fifth stage occurs in adolescence and is especially critical because teenagers often experience an identity crisis as they move from childhood to adulthood. Eric Erikson Established a theory of psychosocial development that identifies eight stages that span a person's lifetime Each stage involves a specific conflict that a person must resolve in order to move on to the next stage Trust VS Mistrust—feeding: Infants—Children develop a sense of trust when caregivers provide reliability, care, and affection. Autonomy VS Shame and Doubt-Toilet training: Early Childhood—need to develop a sense of personal control of physical skills Initiative VS Guilt- Exploration: Preschool—children need to being asserting control Industry VS Inferiority-School: School age—Children need to cope with new social and academic demands.

Choosing socialization influences from the wide variety of mass media offerings.

Human beings act toward things on the basis of the meanings that the things have for them. ==> The meanings of things arises out of the social interaction one has with one's fellows. ==> The meanings of things are handled in and modified through an interpretive process used by the person in dealing with things he encounters.

Irving Goffman (1959) discussed how one watches and manipulates another's behavior and adjusts theirs to the other's expectations. Goffman likened this to a con game. We are always conning others and also are being conned by them. Goffman called this the dramaturgy model, and likens it to a stage play. We engage in impression management so others see the roles we perform in the best possible light. We can easily find ourselves in embarrassing situations and we may have to restore face by giving a good explanation or excuse. Front End (stage) - where we perform Back End (stage) - where we formulate ideas about our performances Defining the scene: we determine how we want a situation to unfold and we perform according to our expectations knowing which "self" a person is obliged to present and how to present—knowing what to say and how to say it, what to do and how to do it—is largely determined by defining what is going on in a situation.

A term used for children who have been extremely socially isolated.

Charles Horton Cooley's term for one aspect of the process whereby we gain an understanding of our self-image and self-identity.

Self-image, self-identity, or self-concept.

The process whereby individuals learn the culture of their society. The lifelong social experience by which people develop their human potential and learn culture. It occurs through human interaction that begin at infancy and continue throughout life We learn the most from people important in our life. Family, best friends, our teachers

Institutions that have total control over their residents' lives.

George Herbert Mead's term for parents and other important individuals in the lives of children.

A dramatic change in a person's beliefs, values, and behavior, often occurring in total institutions.

An encounter designed to humiliate an individual.

The beliefs and values that children learn in school, not openly taught in the curriculum.

George Herbert Mead's term for society's conscience.

Humans depend on others to provide care for physical growth and personality development.

His theory is similar to Piaget's theory, but he focuses on one aspect of cognition - Moral Reasoning. How people come to judge situations as right or wrong using three stages of development 1st Preconventional level of moral development. 2nd Conventional level of moral development. 3rd Postconventional level of moral development.

How people come to judge situation as right or wrong.

Moral development studies to follow up Kohlberg. She studied girls and women and found that they did not score as high on his six stage scale because they focused more on relationships rather than laws and principles. Their reasoning was merely different, not better or worse

Primary concept of the self, the part of one's personality composed of self-awareness and self-image. Links self concept to role-taking. Three stages of self development: Preparatory stage, play stage, game stage.

Some point to childhood as the curtail time when personality takes shape. He took a broader view of socialization. He explained that we face challenges throughout the life course in eight stages. Stage 1: Infancy Stage 2: Toddlerhood Stage 3: Preschool Stage 4: Preadolescence Stage 5: Adolescence Stage 6: Young Adulthood Stage 7: Middle Adulthood Stage 8: Old Age

A large group that follows explicit rules and procedures to achieve specific goals and tasks.

The totality of relationships that link us to other people and groups and through them to still other people and groups.

Patterns of beliefs and behavior that help a society meet its basic needs.

Societies of a few dozen members whose food is obtained from hunting animals and gathering plants and vegetation.

Feelings that begin with a stimulus and that often involve psychological changes and a desire to engage in specific actions.

All the positions an individual occupies.

The process by which individuals understand and create reality through their interaction with other individuals.

A human community, particularly a small society with a strong sense of community and strong group ties.

An object that signifies a particular status that a person holds.

The ways in which a society or group ranks people in a hierarchy.

Two or more people who regularly interact on the basis of mutual expectations and who share a common identity.

Our understanding of the roles expected of people in a given encounter.

A large society characterized by weak and impersonal social ties.

The status that someone is born with and has no control over.

A group of people who live within a defined territory and who share a culture.

Societies in which information technology and service jobs have replaced machines and manufacturing jobs as the primary dimension of the economy.

Large societies that rely on machines and factories as their primary modes of economic production.

The ways in which people act with other people and react to how other people are acting.