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Sociological Imagination – C. Wright Mills |
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Definition
Understanding the relationship between social factors and people’s lives Understanding the true origin of problems that we face |
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What is the sociological perspective?(4) |
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Definition
1.A way of looking at the world
2.Relies on the scientific method – research
3.Encourages people to question why society is set up the way it is
4.Emphasizes social diversity |
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What are the benefits of using the sociological perspective?(4) |
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Helps us assess the truth of “commonsense” Helps us assess opportunities and constraints in our own lives and the lives of others Empowers us to effectively participate in society Helps us live in a diverse world |
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Sociologists talk about patterns in collectives or groups
Because an individual is a member of a particular group, that person does not necessarily exhibit all traits that characterize the group as a whole |
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Life-long process through which we learn our culture, develop a sense of self, and become functioning members of a society |
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A predictable, established way to provide for one or more of society’s basic needs Education, health care, political, economic, family |
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The Industrial Revolution The Growth of Cities Political Change Rapid Expansion of Colonialism |
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2 different ways of explaining social relationships: |
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Theological – Using religion to explain social structure and group differences Science – Scientific laws can explain human behavior and social structure |
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Structural Functional Approach |
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Definition
Macro-social approach Focuses on large groups, whole societies Emphasizes stability, solidarity Interdependence Organic Analogy – Society is like a body |
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Everything is related, so a change in one aspect of society necessarily changes everything else in that society |
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Intended function of some aspect of society Example: Prisons, education |
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Unintended function of some aspect of society Example: Prisons, childcare |
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Structural Functional Approach |
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In a stable society, change would not occur frequently Views change as a sign that things are not functioning properly Causes of change are often viewed as dysfunctions because they prevent stability |
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Macro-social approach The philosophers have only interpreted the world in various ways; the point, however, is to change it. Explicitly focuses on inequality and differences in power Argues that all people are equal Differences exist because of unequal opportunities Conflict is inevitable – there will always be clashes over limited resources
Change is inevitable – predicted revolution |
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Symbolic Interaction Theory |
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Micro-social approach Focuses on small group interactions |
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Symbolic Interaction Approach |
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Social Construction We create our world through interactions There is no one objective reality when it comes to how a society should function Thus, change is quite possible |
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Developed out of the critique that sociological research was androcentric Like conflict theory, emphasizes power, inequality and the need for change Not just concerned about gender biases
Explicitly emphasize how race, class, gender, and sexuality impact behavior and life experience
Also try to give voice to underprivileged groups |
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Broad generalizations about all of society would be made based on research conducted only on white males |
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Consists of beliefs, values, behaviors and material objects that together form a people’s way of life |
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What is the difference between material and non-material culture? |
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Material culture in tangible Non-material culture consists of ideas |
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Cultures vary, but we can talk broadly about all of them in terms of five components |
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Symbols Language Values Beliefs Norms |
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Anything that carries a particular meaning for members of a certain culture |
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A system of symbols that allow for communication between individuals within a society
sometimes used to determine how many distinct cultures there are in the world – by this measure, there are thousands |
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What do we mean by cultural transmission? |
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We pass down culture from one generation to the next |
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Language shapes how we understand and behave in the world Example 1: Inuit words for snow Example 2: Orwell’s Newspeak and freedom |
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Culturally defined standards by which we judge what is good/bad, moral/immoral, desirable/undesirable |
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What’s the difference between a value and a belief? |
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Beliefs are specific statements about what we believe to be true and are based on our values |
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Rules of conduct that guide people’s behavior in specific situations. Norms are an expression of culture |
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Norms that are widely observed and have high moral significance Example: Monogamy |
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Norms that are more casual Example: No suit jacket to a wedding |
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Penalties for violating norms Rewards for conforming to norms |
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Hunting and Gathering Societies |
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Definition
Characterized by use of simple tools to hunt animals and gather vegetation for food Everyone’s survival depends on the process of gathering food, therefore everyone who is capable participates in this activity There are excesses, there’s nothing to accumulate. These societies tend to be very egalitarian. |
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Horticulture and Pastoralism |
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Use of simple hand tools and domesticated animals Allows for more permanent settlements |
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Now use animal labor in the fields Permanent settlements Allowed for great population growth Used money, instead of bartering system |
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Production of goods was now accomplished using complex machinery Changed cultural values of the family Raised living standards, increased life span Decreases in inequality, expanded personal freedom |
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Rely on information technology
Rather than creating things, we create and share ideas and information |
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Segment of the culture that shares characteristics that distinguishes it from the broader culture
Examples: Surfers, college students, teenagers, ethnic groups |
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How does multiculturalism address critiques of the subculture approach |
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Embraces the cultural diversity within the U.S Perhaps instead of melting pot, we should aim to be a big salad |
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We tend to view our own culture as ‘natural’
We also tend to view our own culture as superior to other cultures |
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All cultures are valuable Each culture must be evaluated and understood according to its own standards Practical considerations Ethical considerations |
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How is a counterculture different from a subculture? |
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Definition
Counterculture are far more extreme Actively oppose cultural norms widely accepted in larger society |
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Every society has to find a way to meet basic needs Aspects of culture function as a means towards meeting those needs
Example: Sacred cows in India |
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Dominant group determines what constitutes mainstream culture Disadvantaged/oppressed groups buy into dominant culture
Ex. Individualism |
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Remember, functionalism highlights how all cultural customs work to allow society to function smoothly Symbolic interaction highlights dysfunctional practices and focuses on subjective meaning
Example: Tanning |
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Lifelong process whereby we learn our culture, develop our sense of self, and learn to function in society
It’s a learning process! |
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Freud: Psychological Perspective |
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Definition
Like animals, humans have powerful drives or instincts
Unlike animals, we only have two drives |
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Freud: Psychological Perspective |
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Definition
Personalities are composed of three distinct parts:
1. Id 2. Ego 3. Superego |
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Unconscious, biological drives
Selfish, irrational, pleasure-driven
Represents individuals at their most self-centered |
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Social norms, values, and morals learned by the individual
Demands of society
Represented by the individuals’ conscience |
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Mediates the conflict between the id and the superego
Conscious and reality-based
Provides plans for the individual to get what he/she wants in a way that is acceptable to society |
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Contrasts with psychoanalytic theories by focusing on observable behaviors |
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Children learn by imitating those around them Learning behaviors become habitual |
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Piaget: Cognitive Development |
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A person’s behavior depends on their perception of a social situation
Stresses child’s active role in development |
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Cognitive abilities develop in four stages |
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Definition
1. Sensorimotor stage 2. Preoperational stage 3. Concrete operational stage 4. Formal operational stage |
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Infants learn about their world through their senses – sight, sound and touch Form attachments to their parents |
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Cognitive structures (shortcuts) used to understand the world and process new information |
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Children start to use language and symbols
Start to use their imagination
Generally rely on schema that they’ve already developed |
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Concrete Operational Stage |
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Begin to use logic and reasoning to solve problems
Mental images of the world are more complex
Start to develop wide range of schema with which to understand the world |
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Children learn cultural definitions of gender This gender schema tells children what they can and cannot do as boys/girls |
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Individuals can think abstractly 12 years to adult |
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Kohlberg’s Moral Development |
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Corresponds to cognitive development |
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Rightness is based on self-centered motives Seeks to avoid punishment and gain rewards |
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Consider an ethical dilemma… |
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Now considers abstract ethical principles like equality or justice
Conscience may win out over law |
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Gilligan – Gendered Moral Development |
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Definition
Males: Justice perspective
Females: Care and responsibility perspective |
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How does your social identity differ from your personal identity? |
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Definition
Personal identity is based on individual sense of uniqueness Social identity is the part of yourself built up through social relations |
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What is the looking-glass self? |
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Definition
How we think others see us
Self-image is based on what we think other people think |
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Mead’s Two Component Self |
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Definition
I: Subjective impressions of ourselves Spontaneous, impulsive, unpredictable Immediate emotional reactions Me: Socialized self Concerned about others’ impressions Tailored reactions |
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We desire their approval and affection the most Ex. Parents |
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Broad cultural norms- not a specific person |
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What do we mean by role-taking? |
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Definition
We imagine what it is like to be other people Increases our social connectedness and empathy Allows us to anticipate others’ behaviors |
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Mead’s Stages of Development |
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Definition
Preparatory Stage Imitation without understanding Play Stage Acting out imagined roles Game Stage Taking on multiple roles at once |
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Definition
Language learned, sense of self developed, occurs in early years Later experiences modifies sense of self |
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Anticipatory Socialization |
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Practicing what we want to achieve Ex. Excelling in college, getting good job |
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Erikson’s Life Course Approach |
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Socialization occurs throughout the lifetime Eight stages During each stage we face a challenge
Example: Adolescence and the Challenge of Self-Identity vs. Confusion |
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How does the family socialize children? |
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Definition
Cognitive skills, values and beliefs
Unintentionally teach through environment |
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How does the school socialize children? |
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Definition
Expands social world Learn norms about race/gender etc… Knowledge and skills Hidden Curriculum- informal norms, values Bureaucracy |
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Composed of people of same age, interests, social position |
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What do we learn from peer groups? |
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Definition
How to form relationships Hierarchies |
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Concept of childhood cultural Parents are main source of socialization until children start attending school |
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Acts as a buffer between childhood and adulthood |
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Social standing of the elderly tends to be lower in industrial/post-industrial societies, compared to agrarian societies |
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What is a total institution? |
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Definition
Places of residence that exert complete control over the people living there Examples? Prisons, mental health hospitals |
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What is meant by resocialization? |
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Definition
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What is meant by resocialization? |
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Definition
Drastically changing patterns of behavior by controlling the environment Might have to change because of societal norms Might have to change for personal goals |
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In sociology, what do we mean by status? |
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A person’s social position Not only referring to high status positions |
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All of the statuses that a person holds Status sets change over time |
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What is an ascribed status? |
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Status assigned to a person Examples: Korean-American, female, child |
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What is an achieved status? |
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A status that a person takes on or earns Examples: Spouse, doctor, parent, teacher |
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What is meant by a master status? |
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A status that is especially powerful in shaping a person’s life experiences Often so powerful that other status are ignored Example: Racial/ethnic category, convict, Catholic priest |
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Ascribed status often treated as master status Example: First female executive dealt with on basis of gender, rather than executive status |
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What do sociologists mean by role? |
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Behavioral norms associated with a particular status We occupy a status; we play a role |
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Different roles associated with a single status Example: Parent |
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Formal expectations of a social actor |
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How the role is actually played |
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Constantly negotiating how we will play our roles |
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Difficulty meeting all the roles of one status Example: Police Internal Affairs Loyal member of police Expected to root out corruption |
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Roles from multiple statuses clash Example: Teacher who knows a student |
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Playing different roles in different places |
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Dealing with role strain/conflict |
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Prioritizing your roles
Compartmentalization- Playing different roles in different places
Role distance- Indicating that you’re more than just the role you play “I’m really an actress, but I’m waitressing right now to make ends meet.”
Role exit |
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Reality is not as “fixed” as we may think
We bring social and subjective personal definitions to situations
Through social interaction we negotiate those definitions and we create our reality
Example: Teacher handing out grades |
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“Situations that are defined as real are real in their consequences.” Power is the ability to control and shape the definitions of reality
Example: Teacher’s expectations of students |
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Sees social interaction as based on assumptions that are often taken for granted |
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Goffmans’ Dramaturgical Approach |
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Definition
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Goffmans’ Dramaturgical Approach |
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Social interaction is similar to a theatrical performance Individuals act out certain roles |
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all the “small behaviors” that make up interactions Every gesture has meaning Civil inattention – we don’t stare strangers down |
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What is impression management? |
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We try to create specific impressions of ourselves |
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Behaviors performed in public situations |
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Behaviors performed in relative privacy “Being yourself” |
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Defining situations and Self-Fulfilling Prophecies |
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Your expectations about others lead them to behave in ways that confirm your expectations Predictions shape actions
Examples: Taking exams, pursuing love interests |
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What is nonverbal communication |
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Made up of body movements, gestures, facial expressions, eye contact, use of personal space, and touching |
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How we say things Length and rate of speaking Tone of voice Loudness Hesitation Amount of interruption |
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Body language as a polygraph test |
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Our emotions ‘leak’ out
Nervous movements, dilated pupils, eye contact
Genuine happiness is hard to fake Spontaneous smiles and laughter |
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Nonverbal communication is largely learned through socialization, so there’s variation
Some emotional expressions are expressed similarly – fear and joy
Emotions aren’t always expressed in the same way by different cultures
Ex. Korean retailers in the U.S. are viewed as hostile by non-Korean customers because they don’t smile (Dresser 1994) |
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