Society and the Individual Final Study Guide

define self

the process by which we construct a sense of who we are through interaction with others

define identity

our internalized, stable sense of who we are (role identities, social categories, personal categories)

how is self and identity different?

self is the ongoing process, and identity is more stable and internalized

how is self and identity connected?

through the process of self you get identity

define looking-glass self

how an individual’s self-concept develops through their perceptions of how others view them

what are the three parts of the looking-glass theory?

1. imagining how we appear to others

2. imaging the judgment from others

3. internalizing and developing a self-concept

what is happening in the three parts of the looking-glass theory?

1. stepping outside of yourself and seeing how you look from others’ perspectives

2. you interpret how others are evaluating you through body language, reactions, and tones

3. you take that judgment and turn it into a belief about yourself which becomes apart of your identity

what is an example of the looking-glass theory?

a party

1. how do i look to everyone here? do i seem confident or awkward?

2. they probably think I’m awkward or don’t want to talk to me

3. I’m not good in social situations

define socialization

the process by which individuals acquire thoughts, feelings, and behaviors “appropriate” to their positions in society

how does socialization shape who we are?

we are taught how to feel, think, and act in ways that fit society’s expectations

what is an example of socialization?

a college student

1. through school and family, we learn that studying hard = success

2. through peers, we learn how to dress, talk, and act socially

3. through professors, we learn how to think critically

what is stigma?

social pressure where a person or group is labeled, stereotyped, and treated “less than normal”

how does stigma disrupt identity

it changes how a person sees themselves and how others treat them

how does labeling play a role in the stigmatizing process?

defining someone in a simplified and often negative way

what is an example of stigma?

a college student

1. diagnosed with anxiety

2. people find out

3. call that person the anxious one

how does our sense of self develop through interaction with others?

when we interact with others, we interpret how they respond to us through body language, reactions and tone, then create a self-concept to fit others’ expectations

what role do perceptions of others’ judgments play in shaping identity?

perceptions aren’t what others think but how we believe they think, which then shapes who we are

how do everyday (normative) socialization processes shape identity over time?

due to socialization happening repeatedly, it becomes natural

behaviors → habits → beliefs → identity

how do larger structures (culture, institutions, media) shape identity differently from close relationships?

close relationships = give immediate feedback, strong impact on day-to-day self-esteem and behavior

larger structures = define what’s normal, successful, or valuable. shape categories like gender roles, career expectations, and beauty standards

what is an example of larger structures vs close relationships shaping your identity?

close relationships= a friend might make you feel confident

larger structures = media might shape what you think confidence looks like

what is an example of how your self-concept changed because of others?

i don’t speak up in class because I’m not confident in my answers. when i shared my professor and classmates agreed and built off it. overall, this changed my self-concept and I became more comfortable with speaking in class.

what is an example of how identity is both personally experience and socially shaped?

family, teachers, and society believe people going into healthcare is stable and successful. a student loves helping people and enjoy science and plans to go into healthcare.

define social interaction

the process by which people act and respond to each other

define power

the ability to influence or control others’ actions

define status

the level of respect a person holds in society

how is power and status different?

power = control, power without status: strict boss people don’t like

status = respect, status without power: well-liked classmate with no authority

how does power and status work together?

high status = gain power

power = increase status

what is an example of power and status?

a professor

1. can set deadlines, decide grades, control classroom rules

2. students respect professors because their role carries prestige and expertise

3. student fall in line with professor because it could impact them poorly if they don’t

define emotions in interaction

the feelings we experience and express during social interaction

how are emotions shaped by norms?

it influences how we are expected to feel during certain situations

what is an example of emotions constructed in society?

party = happy

funeral = sad

class = calm

define symbolic interactionism

people create meaning through social interaction using symbols (language, gestures, and shared understanding)

how does power and status shape what people say, do, or decide in interactions?

it influences who gets to speak, whose ideas matter, and what actions are considered acceptable

how are emotions not just personal, but shaped by social expectations?

society tells us how to feel in certain situations

how do expectations shape emotional expression?

expectations influence how and when we show emotions (hide inappropriate emotions and amplify appropriate ones)

how do people interpret and assign meaning in interactions?

we read tones, body languagen or wordsm then assign a meaning to them

define situation

how people interpret and understand what is going on in a social interaction

how do people take on roles and respond to expectations?

we learn our role and we respond to situations based on how our role would react

how do symbols (language, gestures, objects) shape interaction?

lanaguage (words & meaning(, gestures (nodding, eye contact, thumbs up), objects (uniforms, phones, style), only work because society agrees on what they mean

why are these meaning-making processes important?

social life depends on shared understanding

what is an example of a real interaction with roles, norms, and symbols?

a student

1. role = student

2. norms = sit down, take notes, be quiet

3. symbols = nodding, raise hand, talk to classmates/professor

define agency

the ability of individuals to make choices and act independently

define structure

the social systems, institutions, and norms

what is the relationship between agency and structure?

structures shape the choices available to people, and people use agency to act within those structures

define inequality

unequal distribution of resources, opportunities, and power across different groups in society

how does structure distribute opportunities?

they determine who gets access to what opportunities and resources

what is an example of inequality?

student a: wealthy family

1. well-funded education

2. doesn’t have to work

3. doesn’t worry about costs

student b: low-income family

1. attends underfunded schools

2. may need to work

3. worries about paying for education

how does culture affect structure?

culture helps create and shape social structures

what is an example of culture affecting structures?

a culture that values education highly will create strong school systems

how does structure affect culture?

they shape the beliefs, values and norms people develop over time

what is an example of structure affecting culture

media and education systems can shape cultural ideas about beauty, success, or gender roles

what does it mean to say people have agency, but are also constrained?

people can make their own choices and have freedom, but social conditions limit those choices

how do structures (race, class, gender, institutions) shape choices?

structures influence access to resources, opportunities available, and expectations placed on people

why is it incorrect to only consider agency OVER structure (and vice versa)?

only agency = ignores inequality and structural limits (everyone succeeds if they try hard?

only structure = ignores human choice (people have no control)

how do systems and the larger social structure produce unequal outcomes?

social systems aren’t natural (schools are unequally funded, job market rewards certain credentials and backgrounds, race, class, and gender can influence access and treatment

how do people respond to or challenge these inequalities using agency?

alternative paths, build support networks, advocate for change, used education or resources to move within or against the system

how do cultural values and become embedded in institutions?

when societies build systems that reflect what they believe is important

how do institutions reinforce or change cultural norms?

institutions reward behaviors that match cultural expectations (schools rewarding for obedience and performance)

how do individuals exercise agency to try to change these norms or institutions?

challenging norms in everyday behavior, speaking out against unfair practices, joining movements

define group processes

the way people think, feel, and behave in group settings (how groups form, influence, make decisions, and maintain norms)

define collective identity

a shared sense of belonging

define collective behaviors

the actions and behaviors that emerge when people act together in groups

what is an example of collective identity and collective behavior?

identity = student in a group of other students

behavior = affected by rising tuition (petitions, rallies, social media campaigns)

define social exchange theory

individuals enter into relationships that provide some benefit to them and end or leave relationships that do not provide any sort of reward

what is an example of social exchange theory?

a friendship that if costs outweight rewards you leave

define social identity theory

a persons identity is shaped by the groups they belong to

define in-groups

groups we identity with

define out-groups

groups we don’t identity with

what is an example of an in and out group?

in-group: people in your major that you connect with

out-group: people outside of your major you don’t connect with

what makes people feel part of a group?

solidarity (shared connection and belonging) along with shared identity, shared experiences, interaction, and emotional attachment

how do shared meanings and identities motivate collective action?

they define problems the same way, and can change things together

how do relationships work as exchanges of costs and rewards?

rewards = suppprt, attentions, friendship, status, help

costs = stress, time, effort, emotional energy

why do people favor their own groups over others?

(social identity theory) strengthens self-esteem, belongingness, and makes the world feel simpler

how do we categorize people in groups?

in and out groups

how does group membership affect self-esteem?

people partially base their self-worth on the groups they belong to

how does comparison lead to bias or discrimination?

ingroup favoritism = seeing your own group as better

outgroup bias = assuming other groups are less capable

what is an example of a movement or group using collective identity and collective memory, not just individual motivation and stakes?

civil rights movement

collective identity = shared group of black americans fighting for equal rights

collective memory = slavery, jim crow laws, segregation

what is an example of how bias emerges from group processes, not just individual prejudice?

it comes from how groups naturally function (a student major believes their major is more serious or smart compared to others)

define taken-for-grantedness

social rules, roles, and expectations feel so normal and obvious that we stop noticing them

define social construction of reality

what we experience as reality is created and maintained through social interaction, shared meanings and institutions

how do we know our realties are constructed?

different societies define the same things differently (marriage, success, gender roles), meanings change over time, institutions teach us what is real or normal

how is marriage a social construction?

it’s not the same all over the world some include:

1. man and woman

2. arranged

3. polygamy (2+)

4. same sex

past = marriage was often for family alliances or economic survival

now = love and personal choice

define norms and assumptions that feel natural

ideas that seem just the way they are but are actually social norms

what is an example of taken-for-grantedness?

standing in line, saying thank you, holding the door. while it feels automatic they are learned norms. shows basic behavior is socially taught

why do we NOT question these things?

it becomes so natural and a part of our everyday lives that we stop questioning them

what happens when these assumptions are disrupted?

confusion, discomfort, and attention

how is taken-for-grantedness assumptions connected to power, inequality and social structure?

power = becomes invisible because it is built into our everyday life

inequality = differences between weath, success, status, gender, seem natural because it is socially produced

social structure = schools, workplaces, laws, cultural norms guide behaviors seem normal because we grow up with these systems

who benefits when things are not questions?

people who already have power and advantage in life

what is an example of something that is socially contructed

going college is the normal path after high school

1. school, media, counselors strongly encourage it your whole life

2. cultural values link college with success, stability, adulthood

3. job markets increasely require degrees for careers that didnt use to require them

what is an example of taken-for-granted things become visible when everyday life, or the social order in society, is disrupted?

school closure (snow day, pandemic, strike)

1. parents suddenly struggle with childcare

2. students lose structure, means and social interaction

3. work schedules become harder to manage