Presentation of Self and Role Theory in Sociology

Presentation of Self (Goffman, 1959)

• Life is a performance, individuals manage behavior to fit situational norms.
• Frontstage: Public performance aligning with expected norms.
• Backstage: Private moments, free from expectations; preparation occurs here.
• Congruence: Appearance and manner align with role, maintaining legitimacy.
• Policing Application: Officers manage presentation for public trust and legitimacy.

Role Theory (Merton, 1957; Stryker, 1980; 1994)

• Social positions have normative expectations guiding behavior.
• Salience Hierarchy: Prioritizes roles based on personal identity & commitment.
• Role Conflict: Competing demands between different roles.
• Role Strain: Challenges in fulfilling a single role effectively.
• Police Roles:
  • Law Enforcement: Traditional crime-fighting (10-15% of police time).
  • Order Maintenance: Managing public order, often underestimated; critical.
  • Social Worker: Helping those in need, challenging to measure.
  • Knowledge Worker: Managing info & analytics.

Policing Philosophies

• Police "Service" Model: Focus on communication, community engagement, problem-solving, and crime prevention; ethics, diversity, and higher education emphasized.
• Police "Force" Model: Emphasis on crime-fighting and law enforcement; sharp moral distinctions, militaristic approach.

Recruitment and Training

• Recruitment Motivations: Helping people, career security, crime-fighting, excitement.
• Recruitment Challenges: Diversity, perceptions of bias.
• Diversity in Policing: Representation of women, visible minorities, and Indigenous peoples lags behind national populations. Barriers include mistrust, perceived discrimination, and systemic issues.
• Training Critiques: Overemphasis on tactical, physical skills over soft skills (communication, ethics); emphasis on pedagogy over andragogy; questions about training predicting field performance.

Historical and Organizational Context of Canadian Policing

• Origins: Night watch systems (1650s) evolved to structured policing, influenced by Robert Peel's principles (1829).
• Development: Confederation (1867) led to divisions in policing responsibilities; RCMP formed (1920) merging the NWMP and Dominion Police.
• Modern Era: Growing complexity, specialization, integration of technology (CAD, predictive analytics).

Chappell & Lanza-Kaduce (2010): Police Academy Socialization

• Focus: Police recruit socialization in paramilitary settings.
• Key Points: Paramilitary structure emphasizes hierarchy, discipline, order; training promotes obedience; "us vs. them" mentality; socialization process transforms recruits to internalize police values; training heavily focuses on physical fitness, tactical skills, procedural knowledge; limited emphasis on communication, problem-solving, or community engagement;
• Critiques: Paramilitary structure might hinder critical thinking, adaptability, and marginalize service-oriented policing; potential for rigid, authoritarian approach to policing.
• Implications: Concerns about training aligning with community policing needs; reforms to balance tactical training with soft skills (empathy, ethics).

Wozniak et al. (2023): Police Recruit Narratives

• Focus: Recruit motivations using narrative analysis; public-oriented vocabulary of motives.
• Key Points: Common reasons for recruitment include helping others, maintaining safety, and fulfillment; crime-fighting/excitement are secondary; recruits frame motivations in socially acceptable, altruistic terms emphasizing service over personal gain, legitimizing choice to self and public; shaped by societal perceptions; public discourse influences how recruits articulate goals;
• Critiques: Publicly-oriented motives might mask underlying drivers like job security or excitement; potential disconnect between initial motivations and on-the-job realities.
• Implications: Importance of aligning training and organizational culture with recruits' motivations; need for transparency addressing public expectations.

Study Tips for Test Preparation

• Key Comparisons: Chappell & Lanza-Kaduce (structural/social aspects of academy training) vs. Wozniak et al. (personal narratives & public-facing motives).
• Main Themes: Socialization (internalizing norms) and public perception (framing motivations aligning with societal values).

Explore Erving Goffman's concept of self-presentation and the complexities of role theory as discussed by Merton and Stryker. This quiz covers the dynamics of public versus private behavior and the varied roles within social contexts, particularly in policing. Test your understanding of how societal expectations shape individual actions and role performance.