• General statements about social relationships.
• Statements about the causes of relationships.
• General predictions about reactions to events, experiences or conditions.

• A reflexive activity.
• Our physical, social, and normal being.

• Social interaction
• Learning to take roles from others.

Mead's

"I" & "Me"

• I : impulsive, subjective.
  One is not aware of "I"
• Me: one's concept of oneself.
  The me is the self as a social object.

What is Mead's

Stages of Development?

1. Preparatory stage: difficulty distinguishing our roles w/ others.
2. Play stage: "role-play"
3. Game stage: more advanced, role play of a network.

-Over-arching image of who I am. 

-Includes one's sense of a self as a physical, social, spiritual/moral being.

-What you think of self concept.

-Includes beliefs & feelings about the self.

Examples: I am happy. I am a Lakers fan.

• Allows us to make accurate predictions about others' behaviors.
• Enables us to understand what is going on, and to understand the actions of others.

• Recognizable expectations.
  
  *a routine situation can become problematic.

• Offer a contrast to a routine situation.

Ex.  Person 1: "How are you?"
Person 2: "I want to die." (Answer was not expected.)

*a problematic situation can become routine.

• How to deal with problematic situations.
• Verbal efforts to reconcile individual conduct & cultural ideas

Ex.  -Motive talks

-Accounts (Justifications/excuses)

-Disclaimers

-Apologies

-etc.

Def. "Categories people use to specify who they are & to locate themselves relative to other people."

(A stratagem individuals or groups categorize themselves & present themselves to the world).

-Includes "not me" and "me too"

-3 types of identity

-Internal

-Self encompasses identity.

-The self is a process & organization born of self-reflection.

1.  Situated - the self we direct outward & get confirmed by others, based largely on the social characteristics we present. One's experience of the self from the perspective provided by a given situation & its roles. 

Ex. Doctor/patient, Father/Child

2. Social - A sense of self that is built over time as one participates in social life w/ others. Frame of reference is different; no longer the immediate situation, but a community, others with whom one feels "a sense of similarity and common purposes."

Ex. Athlete, born-again Christian, San Franciscan

3. Personal - A sense of separateness & difference — being unique. A sense of self built over time as one embarks on & pursues projects or goals that are not thought of as those of a community, but as the property of a person. Independence, not a community.

Ex. "I will be a country singer." Successful businessman, seeker of truth

- Cluster of duties, rights, & obligations associated with a particular social position.

-Provide us with guidelines & organizing framework.

-Form part of the "defitinition of the situation"

*does not dictate how we act

-Role making relies on role-taking.

-We improvise features of our behavior to construct a role performance that fits the performance of others while also remaining attuned to our personal goal 

Conventional Roles: standardized, known, & labeled positions.

Ex. Mothers, physicians, store clerks, men, women

Interpersonal Roles: sense of mutual position that reflects individual peculiarities & a history of contact w/ one another.

Ex. "A mother" vs. "My mother" 

Association with others that consists of:

- shared expectations about identities

- values and meanings

- goals, roles, and a future

What are

Asymmetrical Relationships?

-One participant establishes control or dominance.

-Dependency (exchange theory) contribute 

 ways:

1. Constraints: disadvantages to a situation

ex.  Parents assign curfew. If you break curfew, then u get a consequence.

Hourly wage. You only get paid for the hours you work.

2. Inducements: advantages to a situation.

ex. Do a good job → get a raise.

Completed chores → receive allowance.

3. Persuasion: symbolic mobilization. using logic emotion

ex. Child says, "Pleaseeee, you'll be the coolest parent ever!"

 "This is the American way"

More strategies:

-Information control (professor controls lecture by adding his opinions)

-Gestures of Dominance (pointing, invading space, interrupting, getting in your face)

-Altercasting: casting others in a role you want them to occupy. placed into unqualified jobs. Ex. Teenagers say, "you treat me like a kid"

Persuasion/

Symbolic mobilization

Symbolic mobilization (control of mind): the use of verbal & nonverbal symbols to create, maintain, & strengthen one's position.

What is

Social Interaction?

The process by which people act & react in relation to others.

Formal and informal roles.

Influences: Parents, siblings, extended family, friends, school, mass/media/popular culture.

Childhood socialization primarily takes place with significant others.

*One is not born a member of society.

It ends when a child accepts & understands the"generalized other".

This is also relative to Berger & Luckman, and Conley's "Pecking Order"

-Gendered socialization (Are gender roles stricter for men or women? What lessons did u learn when growing up about how girls & boys are supposed to behave?)

-Ethnicity/Race:

-Socialization into majority/minority status

-Context matters

-What we learn as children about ethnicity/race

An expected pattern of behavior.

--Cuture specific, gender specfic, anthing specific.

• Socialization outside the home.
• Usually additive but in extreme cases can supplant
• Greater degree of choice
• Groups
• Institutional "subworlds" (Ex. Fraternities & sororities)
  

Influences: school, work, family

1. Socialize individuals to communal standards

2. Challenge communal standards & expectations.

3. Replace weak ties w/ strong ties.

4. Faciliate interpretation of meanings & cultural objects

5. Make status & social indentitiy concrete, allocate individuals to social positions

-Web of social ties

-Source of social capital

- weak & strong ties

-Greater knowledge & cognitive development

-Better socioeconomic outcomes

-Workplace conditions

-Social participation/support

-Physical Health

-Family effects

-Political participation

-Values

-Social Capital

-Sense of purpose and community

-Better instruction?

-Antidote to "white flight"

-Better instruction

-Not by very much.

Main effects: community & social ties

-Not really. Main effects are social networks and social capital

-Class composition: tracking (AP/Accelerated/honors classes), Ability-Grouping

-Peer influence

-Student engagement/alienation

-Family group acceptance: ascriptive

-Peer group acceptance: personal qualities

-Jocks: Adult-sanctioned institutions

-Burnouts: reject insitutional authority

What is POSTMODERNISM?

(theory)

-Diverse & elusive set of ideas

-Emerged in 1960s

-Critique of assumptions, theories, methods of social sciences

-Active, decisive indivuals is an illusion

-The individual is a social product, but soceity is not a human product

-No "grand narratives"

-No privileging of narratives

-Ideology embedded in "discourse"

-Link to SSP: knowledge is relative & self is fluid, not fixed

-Critique: people are more than artifacts, they think & act. Empirical world exists.

Performance of culture:

conscious or unconscious

Performative culture:

conscious or unconscious?

-Class based knowledge, skills, linguistic & cultural competencies, and a world view that is passed on via the family and educational attainment

-Mainly class and family based

Ignoring social situations in the explanation of individual outcomes.

-Dispositional attribution: personality

-Situational attribution: situation

Predictable & coordinated social activities that occur in everday life.

Interlinkages of join actions and collectivities

E.g. Internet

Stable interpersonal attachments.

Basis: legitimate participants

Conceptual distinctions that categorize objects, people, and practices. It shapes interaction (include/exclude). And has the ability to generate influential boundaries (race/class/gender)

-Socioeconomic boundaries

-Cultural boundaries

-Moral boundaries

-Part of the process of constitution of self

-Help develop group membership/group solidarity

-Guide interaction

-Acquire status

-Language and maintenance of social order

-Language & culture are intertwined

The self and the collective. Also, "filial piety"

Cultural relativism

Historial location shapes socialization & meanings of social structures (e.g. women's suffrage, civil rights). Our writing needs take this into account.

-Religion

-Class

-Democracy

-Free enterprise/capitalism

-Gender

-Provide a means of explaining specific behavior

-Provide a certain way of looking/understanding the world.

-Provide an orientation/philosophy for how things "work".

They do NOT: Control or cause behavior/actions

Dramaturgy: a social psychological perspective that studies human behavior & social interaction in terms of the analogy of the theater.

(closely related to SI)

How people manipulate various aspects of themselves and their settings to influence how others define & respond to them.

A different self/identity is presented in different situations.

Performance tends to be idealized

Front Stage

Back Stage

Resources we consciously or unconciously use as we present our selves to others

-Appearance: clothing, hairstyle, grooming & titles

-Manner: expressions that reveal style of behavior, mood, & disposition

-Setting: spatial & physical

Efforts to talk & act in certain ways to form desired views of us in others.

-Inappropriate

-For-profit

-Mistakes

-Process (messy)

-Conflicting Standards

problems: misread cues, phony performances

-intended or unintended

-some "phoniness" acceptable, other types are not

Sincere

Cynical

Define sex

Socio-cultural differences that are learned.

Most gender distinctions are learned, not innate.

Stereotypes, cultural traditions, & longstanding divisions of labor often obscure this reality.

-Family: lessons we learn from them

-School: Who played house, who played pirate?

-Media & Popular Culture: Popular culture reflects broader culture but also creates meanings often w/ a profit motive.

American society considers heterosexuality as "compulsory."

Popular culture perpetuates heteronormativity.

Problematizing our ideas of sexuality...

We view sexuality as immutable

Culturally or ideologically.

***"Racial" distinctions have powerful social meanings and consquences.

***Discriminatory structures/practices are just as damaging as if we really did belong to different "Races"

1. Throughout society, we learn that the middle class is the __________.

2. The meanings of class are mediated by ______ and ______.

3. It is the ________ to constantly strive for upward mobility.

1. norm

2. race / gender

3. norm

-Self

-Roles

-Meaning

-Power

a collective effort to change a part of society or to resist some changes that others might seek

Social movements may seek to...

1. Restructure _________

2. Alter society's _______, ________, and/or __________.

3. Alter society's modes of ____________.

1. Restructure society

2. Alter society's values, beliefs, and/or practices

3. Alter society's modes of organization.

-self-identification

-seeking "turning points" in life, such as "hitting bottom"

-affective bonds are formed

-ability to coordinate personal actions with those of like-minded others

-The joiner is exposed to “intensive interaction” that leads the person to 

fully believe and act as a member of the cult