UTS - Sociological Perspective of the Self PDF

THE SOCIOLOGICAL PERSPECTIVE OF THE SELF  TABLE OF CONTENTS 1. Sociology 2. George Herbert Mead and the Social Self 3. Looking-Glass Self Theory by Charles Horton Cooley 4. Impression Management Theory by Erving Goffman 01 SOCIOLOGY “It takes a village to raise a chil...

THE SOCIOLOGICAL PERSPECTIVE OF THE SELF  TABLE OF CONTENTS 1. Sociology 2. George Herbert Mead and the Social Self 3. Looking-Glass Self Theory by Charles Horton Cooley 4. Impression Management Theory by Erving Goffman 01 SOCIOLOGY “It takes a village to raise a child.”  SOCIOLOGY Sociology is the study of human society, its structures, dynamics, and complexities. It involves analyzing how social institutions, relationships, and cultural norms influence human behavior and interactions. Sociologists explore a wide range of topics, including family dynamics, education, religion, politics, and crime, aiming to understand the underlying patterns and causes of social phenomena. By examining both large-scale societal structures and everyday social interactions, sociology provides valuable insights into how societies function and how individuals navigate their social worlds.  The Self in the Society The concept of self in sociology refers to how individuals perceive themselves and how they think others perceive them. It’s deeply influenced by societal norms, values, and roles. It is also important to understand that the establishment of the “Self” based on social structures could give us a better understanding of who we are and provide reasons how our interactions can affect us as a person.  Socialization Socialization is the process through which individuals learn and internalize the values, beliefs, and norms of their society. This process begins at birth and continues throughout life. Through socialization, people develop their sense of self. Examples 1. Family: The family is often considered the primary agent of socialization. From an early age, children learn language, norms, values, and behaviors from their parents and siblings. Example: Parents teach their children manners, such as saying "please" and "thank you," which helps them learn social norms and proper etiquette. 2. Education: Schools play a significant role in socialization by imparting academic knowledge as well as social skills and norms. Example: Through interactions with teachers and peers, students learn to follow rules, work in groups, and respect authority. 3. Peer Groups: Peers influence attitudes, behaviors, and values, particularly during adolescence. Example: A teenager might adopt the fashion styles, slang, and interests of their friends to fit in and gain social acceptance. Social Groups and Social Networks Man is a social animal; no man can live in isolation. In fact, every aspect of man’s life is influenced to a great extent by the members of the different groups of which he/she is a part. Social group is a collection of human beings. “A number of units of anything in close proximity to one another.” In human context social group is – “Any collection of human beings who are brought into social relationships with one another.”  What are social groups? There are groups of people everywhere you go. As a person, you may belong to many different types of groups: a religious group, an ethnic group, your workplace colleague group, your college class, a sports team, etc. These groups can also be called social groups. You have something in common with others in the same group, you identify with the group, and the group can create a sense of belonging for you. A group is different from an aggregate, where people are temporarily together in a space, maybe even doing the same things, but do not identify them as belonging together. For example, being in a crowded supermarket or standing in line at the movie theater does not make you feel like you belong with the people doing the same thing as you. A group is also different from a category. If you are in the same category as a person, you may share similar characteristics— like age, height, or you both wear glasses, but you may not interact or feel the sense of belonging Characteristics of Social Groups Reciprocal relationships. Sense of unity and feeling of sympathy towards each other. We- feeling: Members defend their interests collectively. Common interests and ideals. Similar behavior: for achieving the common goals and interests. Group norms: Every group has its own set of rules and norms. Organic Group (a natural formation of personal ties) A social group is either organic or rational. An organic group is naturally occurring and its highly influenced by your family. Usually formed in traditional families because there is a little diversity in these communities. The positive effect of organic groups is rootedness. This means the foundation of social network runs deep, giving the person a sense of belongingness. The downside of that organic group imply less freedom and greater social conformity. You expected to act and behave according to your community’s standards (Allan, 2012).  Organic Group Example: Family Description: Families are often considered the most fundamental organic group. They form naturally based on kinship and emotional bonds. Characteristics: Strong emotional connections, informal structure, small size, and shared values and experiences. Example: Think about your immediate family. You didn't choose them, but you share deep connections, support each other, and have a history of shared experiences. Rational Group (purposeful and structured nature) Rational groups occur in modern societies. These groups are formed as a matter of shared self-interests; moreover, people join these groups out of their free will. Sociologist George Simmel called this Rational motivation. It implies greater freedom, especially the freedom of movement. The relationships between rational social networks is tenuous, and the person feels no meaningful connection with the others (Allan, 2012).  Rational Group Example: Corporate Project Team Description: A team within a corporation formed to accomplish a specific project, such as launching a new product. Characteristics: Formed intentionally, goal-oriented, formal structure with defined roles, and often larger in size. Example: Consider a group of employees from different departments (marketing, engineering, sales) brought together to develop and launch a new software product. They have specific roles and tasks, regular meetings, and a clear goal to achieve within a set timeframe. The Sociological Perspective The sociological perspective of the self emphasizes that our identities are not formed in isolation but are the result of continuous social interactions and the internalization of societal expectations. This perspective helps us understand that the self is dynamic, evolving with ongoing social experiences. MEAD AND THE SOCIAL LIFE 02 GEORGE HERBERT MEAD George Herbert Mead is an American Sociologist, he is considered as the Father of American pragmatism, and one of the pioneers in the field of social psychology because of his contributions on the development of the person relating to various social factors. Mead rejected the idea of biological determination of the self which proposes that an individual already has an established self from the moment he is born. For him, the notion of a person with regards to who they are develops from one’s social interaction with other people. He reiterated that the process of establishing the self is through the construction and reconstruction of the idea of who we are as a person during the process of social experience. GEORGE HERBERT MEAD The “I” and “ME” Mead proposes that there are two components of the self which the person has, these components are the “I” and the “Me”. The “Me” are the characteristics, behavior, and or actions done by a person that follows the “generalized others” that person interacts with, while the “I” is the reaction of the individual to the attitude of others, as well as the manifestation of the individuality of the person. GEORGE HERBERT MEAD The "I" The "I" represents the spontaneous, impulsive, and creative aspect of the self. It is the part of the self that responds to the present situation and acts based on personal desires and individuality. Characteristics: Spontaneity: The "I" acts unpredictably and responds immediately to the environment. Creativity: The "I" is the source of innovation and change, allowing individuals to adapt and think outside conventional norms. Individuality: The "I" reflects the unique personal experiences and internal responses of an individual. Example: Imagine you are in a meeting and suddenly have a novel idea. The impulse to share this idea comes from the "I." It is your unfiltered, creative self pushing you to express your thoughts. GEORGE HERBERT MEAD The "Me" The "Me" represents the socialized aspect of the self. It is composed of the internalized attitudes, norms, and expectations of society that have been learned through interaction with others. Characteristics: Socialization: The "Me" is shaped by the roles and rules learned from society. Control: The "Me" regulates behavior by considering societal norms and potential reactions from others. Reflection: The "Me" allows individuals to reflect on their actions and consider how they are perceived by others. Example: Using the same meeting scenario, the "Me" might make you pause and consider how sharing your idea will be received. It makes you think about the appropriate way to present it and whether it aligns with the group's expectations. GEORGE HERBERT MEAD Mead’s Three Role-playing Stages of Self Development The Preparatory Stage (Birth – 2 years Old) – According to Mead, during this stage the infant simply imitates the actions and behaviors of the people that the infant interacts with. Because the child is only mimicking what he or she observes from his or her environment their actions are only the reflection of what they can remember without any intention or meaning behind their actions or behavior. GEORGE HERBERT MEAD Mead’s Three Role-playing Stages of Self Development The Play Stage (2 – 6 years old) – for the Play stage, it is the time where children begins to interact with other with which certain rules apply, these rules often time does not adhere to any set or standards but rather are rules that are set by the children themselves. Also, this is the stage where the child practices real life situations through pretend play and is the onset of self- consciousness. The development of the self in this stage occurs through the preliminary experiences that serves as practice for the child. GEORGE HERBERT MEAD Mead’s Three Role-playing Stages of Self Development The Game Stage (6-9 years old) – The final stage of self-development according to Mead where are characterized by the ability of the children to recognize the rules of the game and be able to identify their roles and the roles of the others that is playing with them. With this, the children at this stage learns the implications of their actions as well as the understanding or taking into account how one can take into account the viewpoint of the society on the attitudes and actions. With the idea of Mead with regards to the establishment of the sense of self, socialization is a lifetime endeavor, and the people one interacts with will change throughout a person’s life, as such, considering the social environment one belongs to along with the changes on the person’s development, may it be at school, home, or work, the interactions and experiences the person acquires from those people and situations helps define a more concrete identity and sense of self.  THE LOOKING- 03 GLASS SELF CHARLES HORTON COOLEY The Looking-Glass Self The "Looking-Glass Self" is a social psychological concept developed by Charles Horton Cooley in 1902. Cooley proposed that a person's self grows out of society's interpersonal interactions and the perceptions of others. Essentially, individuals form their self-concept based on how they believe they are perceived by others. CHARLES HORTON COOLEY The Looking-Glass Self Three Main Components: Imagining How We Appear to Others: We first imagine how we must appear to others in a social situation. This doesn't mean we see ourselves exactly as others see us but rather our perception of how others might see us. For instance, in a classroom, a student might imagine that they appear attentive and engaged or distracted and uninterested. CHARLES HORTON COOLEY The Looking-Glass Self Three Main Components: Imagining the Judgment of That Appearance: The second component involves imagining the judgment of others based on our appearance and behaviors. Continuing with the classroom example, the student might believe others judge them as being smart and hardworking, or lazy and unprepared. This judgment can be real or imagined, but it significantly impacts our self- concept. CHARLES HORTON COOLEY The Looking-Glass Self Three Main Components: Developing Our Self-Concept Through These Perceptions: Finally, we develop our self-concept through our interpretations of how others view us. The student's self-esteem and self-worth can be influenced by these perceived judgments. If they think others view them positively, their self-esteem may increase. Conversely, negative perceptions might lower their self-esteem. CHARLES HORTON COOLEY The Looking-Glass Self Key Points 1. Social Nature of Self-Concept: Cooley emphasized that our self- concept is inherently social. It's shaped and reshaped continuously through our interactions with others and our perceptions of their reactions. This means that the self is not static but dynamic and evolving. CHARLES HORTON COOLEY The Looking-Glass Self Key Points 2. Subjectivity of Perceptions: The "Looking-Glass Self" is highly subjective. It's based on our interpretations and perceptions, which may or may not accurately reflect reality. This subjectivity highlights the potential discrepancies between how we see ourselves and how others actually see us. CHARLES HORTON COOLEY The Looking-Glass Self Key Points 3. Emotional Responses: Cooley also noted that this process involves emotional responses. When we perceive positive judgments from others, we feel pride and satisfaction. Conversely, negative judgments can lead to feelings of shame, guilt, or embarrassment. These emotional reactions further influence our self-concept and behaviors. CHARLES HORTON COOLEY The Looking-Glass Self Key Points 4. Continuous Process: The development of the self is an ongoing process. As we encounter new social situations and interactions, we continually adjust our self-concept. This fluidity underscores the complexity of human identity and how deeply it is intertwined with our social environment. CHARLES HORTON COOLEY The Looking-Glass Self Cooley's "Looking-Glass Self" underscores the importance of social interactions in shaping our identity. It reveals that our self- concept is a reflection not just of our inner thoughts but also of our perceptions of how others see us. This concept remains a cornerstone in sociology, offering valuable insights into the intricate relationship between the self and society.  IMPRESSION MANAGEMENT 04 THEORY ERVING GOFFMAN Impression Management Theory Impression Management is a concept developed by Erving Goffman in his book The Presentation of Self in Everyday Life (1959). Goffman uses the metaphor of theatrical performance to describe how people present themselves in various social situations. The core idea is that people consciously or unconsciously attempt to control how others perceive them, much like actors on a stage. ERVING GOFFMAN Impression Management Theory The Dramaturgical Approach: Goffman’s theory is often referred to as the dramaturgical approach. Here are its main elements: Front Stage: This is where the performance happens. Individuals are aware of their audience and the social norms they must adhere to. The front stage includes everything that helps to create a specific impression, including appearance, mannerisms, and setting. For example, a teacher in a classroom performs differently than the same teacher at home. ERVING GOFFMAN Impression Management Theory The Dramaturgical Approach: Goffman’s theory is often referred to as the dramaturgical approach. Here are its main elements: Back Stage: The backstage is where individuals can relax and be themselves without the need to perform. It is a private area where people prepare for their front-stage roles. For instance, before a lecture, a teacher might review notes and gather thoughts in a staff room, away from students' eyes. ERVING GOFFMAN Impression Management Theory Components of Impression Management: Impression management involves several key components that work together to create and maintain desired impressions: Setting: The physical and social context where the interaction takes place. It can significantly influence how impressions are managed. For example, a lawyer’s office versus a casual coffee shop meeting can set different tones for the interaction. Appearance: This includes clothing, grooming, and other aspects of physical presentation that can affect how others perceive us. A person might dress formally for a job interview to convey professionalism. Manner: This refers to the way we behave and interact with others. Our body language, tone of voice, and overall demeanor play crucial roles in shaping impressions. ERVING GOFFMAN Impression Management Theory Techniques of Impression Management: Self-Enhancement: Individuals highlight their positive attributes and achievements while minimizing weaknesses. For example, emphasizing skills and accomplishments during a job interview. Ingratiation: This involves using flattery, praise, or actions to make oneself more likable to others. Agreeing with someone’s opinions to gain their favor is a common tactic. ERVING GOFFMAN Impression Management Theory Intimidation: This technique is used to establish power and control over others by appearing threatening or authoritative. A manager might use intimidation to ensure compliance from employees. Supplication: Individuals present themselves as needy or dependent to elicit sympathy and assistance from others. This can be seen when someone asks for help by highlighting their struggles. Exemplification: People showcase their integrity and moral worthiness, often by going above and beyond expectations. A worker who stays late to finish a project might be trying to demonstrate dedication. ERVING GOFFMAN Impression Management Theory Importance and Implications: Social Interactions: Impression management is fundamental to social interactions as it helps create mutual understanding and social order. By managing impressions, people ensure that their interactions are smooth and predictable. Professional Settings: In the workplace, impression management is essential for career advancement, building professional relationships, and establishing authority. It can influence hiring decisions, promotions, and peer perceptions. Everyday Life: In everyday contexts, impression management affects how people interact in different social settings, from casual conversations to social media interactions. Individuals tailor their presentations to fit social expectations and norms. ERVING GOFFMAN Impression Management Theory Goffman's Impression Management Theory provides profound insights into the performative aspects of everyday life. It emphasizes the continuous effort individuals put into controlling how they are perceived by others. Understanding this concept can help us navigate social interactions more effectively and become more mindful of the ways in which our behaviors influence others' perceptions. THANK YOU!