7.1 Flashcards
self-concept
physical, psychological and social attributes
“Who am I?”
self-schema
related to self-concept
long-lasting, stable set of memories that summarizes a person’s beliefs, experiences, and generalization about themselves
personal versus social identity
personal - “smart” and “funny”
social - “female, AA, student, gender, occupation”
self-reference effect
we tend to remember information consistent with our self-schemas, easily incorporate this information
e.g. low score opposes self-concept
carl rogers
incongruity -> real self versus ideal self
three influences on individual’s self-concept
- self-efficacy - belief in one’s competence
- locus of control - internal/external - outcomes are due to internal/external forces
- self-esteem - overall self-evaluation of one’s self worth; not good in either extreme
Charles cooley
looking-glass self – sense of self develops from interpersonal interactions
George Herbert Mead (SI)
social behavioralism – mind and self emerge through communicating with others (use of symbols -> Symbolic Interactionism (mind and self emerge from social process of communication and use of cultural symbols) -> children imitate and play roles -> generalized other (common behavioral expectations) -> the ME and the I)
me - “social self”, how the individual believes the generalized other perceives it; self as SUBJECT; attitudes learned from interactions
I - response to the “me”; self as OBJECT, reacts to the self
“drink the mead and felt Suicidal Ideation”
socialization
how we learn to become productive members of society
- learn NORMS, attitudes, values, beliefs reinforced by culture
- how cultures pass its values from one generation to the next
formal/informal norms, mores, folkways
formal - laws, STRICTLY ENFORCED
informal - less precise, no specific punishments (e.g. shake hand of interviewer)
mores - norms that are highly important and STRICTLY ENFORCED (animal abuse)
folkways - norms that are less important; ex. style of dress, ways of greeting
taboo
result in disgust toward the violator
- violation leads to punishment (formal or non-formal methods)
- cannibalism, incest, and murder
social construct, NO UNIVERSAL TABOO
anomie
loss of social cohesion - minimal moral guidance or social ethic
NORMLESSNESS
Durkheim - disintegration of social bonds, individuals and communities, fragmentation of social identities in exchange for personal success
deviance
non-normative behavior, threatens social structure and cohesion, violate dominant social norms, often seen as criminal - violates public policies
results in 1. criminal justice, 2. unofficial social processes (humiliation and shame)
A SOCIAL CONSTRUCT
Edwin Sutherland - differential association
deviance is a LEARNED behavior - interaction between individual and community - the community condones deviant behavior - makes it easier to become deviant
Contacts with deviance OUTWEIGH contacts with non-favorable attitudes toward deviance
ENVIRONMENT, no choice
DIFFERENTIAL ASSOCIATION theory
fails to take into account individual’s characteristics and experiences
Howard Becker
LABELING theory (of deviance)
deviance is the result of society’s response to a person, rather than something inherent in his actions
deviance through social processes
internalize labels -> redefine concept of self -> self-fulfilling prophecies
