Self-Concept and Mead's Stages of the Self

Steps in Forming Self-Concept

• Step 1: Imagine how we present ourselves to others.
  • Example: Imagining oneself as strong and independent.
• Step 2: Imagine how others evaluate us.
  • Example: Believing someone thinks you are not capable.
• Step 3: Revise our self-concept based on these imagined evaluations.
  • Example: Initially wanting to be seen as strong and independent, but then, imagining someone thinks you are weak or fragile, you might revise your self-concept to acknowledge: "I am a strong person, but I sometimes need help, and that makes me stronger."
• The Flaw in Imagined Evaluation: What if these imaginary evaluations are wrong, varied, and contradictory? George Cooley's perspective suggests that assuming what others think without knowing is problematic, as we cannot read minds. It's an assumption, possibly based on actions or behavior, leading to questions like: "Did you really think that about me, or am I just assuming things?"

Biases in Self-Concept

• Labeling Bias
  • Definition: People tend to label others, and these labels become lenses through which they are perceived. This aligns with Gilbert Ryle's principle, where actions attribute a characteristic to a person.
  • Examples:
    • If someone cheats on an exam, they might be labeled a "cheater forever."
    • "Marie is smart," "Julius is stupid at math."
    • A negative first impression might lead to labeling someone as "mean," and every subsequent action is interpreted through that "mean" lens, even if they are genuinely kind.
  • Consequence: Individuals might feel pressured to act within the confines of their label, or else be accused of being "fake."
  • Connection to Typecasting: Similar to an actress consistently cast as a "mean girl" (e.g., Emma Roberts in Wild Child or American Horror Story) due to her performance in a specific role. This becomes her label and the bias people have towards her.
• Self-Labeling / Internalized Prejudice
  • Definition: When repeatedly labeled as something by others, individuals may adapt that label into their own self-concept, internalizing it as a prejudice against themselves.
  • Examples:
    • If Emma Roberts is repeatedly told she's "only a mean girl," she might start to believe, "Then maybe I am a mean girl."
    • If someone is told "you have no purpose," they might conclude, "Yeah, maybe I have no purpose really."
    • A child named Riley, consistently praised as a "happy girl," might feel compelled to "be happy all the time" and believe that showing sadness means she is "not that happy girl" or not living up to the label.
• Positive Reclaiming
  • Definition: The act of taking a label that was historically used in a derogatory way and reappropriating it, transforming its meaning into something positive, empowering, or an internal endearment.
  • Goal: To feel better about oneself and counteract negative societal perceptions.
  • Examples:
    • The phrase "loud and queer sounds gay. I'm in." is an example where terms like "gay" or "queer," once used derogatorily, are reclaimed by the LGBT community as terms of identity, pride, or friendly address (e.g., "hey bading," "hey gay"). The "loud" aspect, often used negatively, is reclaimed to express happiness, confidence, and pride.
    • Reclaiming the word "b extit{tch}" by some women, transforming it from a derogatory term used by men to an endearment among friends, signifying strength or independence rather than negativity.

Mead and the Stages of the Self

• Core Concepts: The "Me" and the "I"
  • The "Me" (Objective Component):
    • The self as an object; who is known.
    • Based on the attitudes and expectations of others; a "generalized other" or generalized sense of self.
    • Represents the social self, social integration, and how one integrates into society (e.g., "people see me as a kind person because I was born in a kind society").
    • Acts as an instrument shaped by societal expectations.
  • The "I" (Subjective Element):
    • The self as an actor; the knower.
    • Represents individuality and personal capability.
    • Controls how one acts (e.g., "I personally don't think I am kind, and I do not act kind at all" despite societal expectations).
    • Corresponds to moral individuation.
  • Integration: Mead believed that healthy self-development requires an integration and unity of both the "Me" and the "I." Ideally, what others think of one and what one thinks of oneself should align. A discrepancy leads to cognitive dissonance.
• Egocentrism in Young Children
  • Mead believed very young children are egocentric, viewing the world as revolving around them.
  • They are individualistic, focused solely on their own needs and desires (e.g., crying for food or a toy without regard for others).
  • Over time, they learn that others also have needs and adapt to this understanding.
• Stages of Self Development
  • 1. Preparatory Stage ($1$-$3$ years old)
    • Characteristic Activities: Imitation of others (e.g., repeating "milk" to get food); focused on exploration of self and environment; heavy use of symbols, gestures, and words to communicate, but primarily crying.
    • Cognitive State: New to the world, highly curious, in awe of surroundings.
    • Example: A child learning the word "milk" through parental repetition and associating it with food.
  • 2. Play Stage ($4$-$7$ years old)
    • Characteristic Activities: Pretend play and role-playing different characters (e.g., playing with Barbies as parents, replaying family or media roles).
    • Cognitive State: Mentally assuming the perspectives of others; beginning to understand and take on social roles.
    • Goal: To create social interactions and adjust to what others in the play scenario want.
    • Example: A girl acting as a mother, assigning the role of father who cooks to another child, while she cares for the "baby."
  • 3. Game Stage ($8$-$9$ years old)
    • Characteristic Activities: Understanding the complexities of social interactions and how other people operate within a structured environment.
    • Cognitive State: Significantly less egocentric; able to understand and internalize multiple roles that an individual can hold simultaneously (e.g., recognizing that a doctor can also be a parent, a sibling, a spouse, a community member, a student, and a teacher).
    • Advancement from Play Stage: Unlike the play stage where roles are often singular (e.g., only doctor-patient), the game stage allows for the recognition of a complex network of interconnected roles and identities. Young children in the play stage would find it difficult to grasp these multiple roles, but $8$-$9$ year olds can.
    • Social Understanding: Can include younger, temporary members in games without being solely focused on their own desires, showing an understanding of broader social dynamics. This stage signifies a more advanced and integrated sense of self within a social context.