Princeton Pysch Ch 7 - Identity and Group Identity Flashcards
Self-concept versus self-identity. Give definitions.
Self-identity is broadly defined as the sum of an individual’s knowledge and understanding his or her-self. Differing from self-consciousness, which is awareness of one’s self, self-concept includes physical, psychological, and social attributes, which can be influenced by individual attitudes, habits, beliefs, and ideas.
Personal identity.
Personal identity consists of one’s own sense of personal attributes; these can include smart and funny.
Social identity.
Consists of social definitions of who you are; these can include race, religion, gender, occupation, etc.
Self-reference effect.
Self-reference effect - tendency to better remember information relevant to ourselves. Inconsistent information is more difficult.
With the self-reference effect what happens when one encounters something against their self-concept.
It is often easier to externalize information that opposes a self-concept by attributing it to an outside factor than it is to internalize the information an adjust’s oneself concept. A smart person who does poorly on a test is more likely to blame it on lack of sleep or unfair test.
Ideal self vs. Real self; and what happens when they don’t coincide.
The ideal self is constructed out of your life experiences, societal expectations, and the things you admire about role models. The ideal self is the person you ought to be while the real self is the person you actually are. If they don’t match, the result is incongruity.
Self-efficacy.
A belief in one’s own competence and effectiveness. It’s how capable we believe we are doing things.
Internal versus External locus of control.
Those with internal locus of control believe they are able to influence outcomes through their own efforts and actions. Those with external locus of control perceive outcomes as controlled by outside forces.
Learned helplessness.
Based on locus of control concept. In an extreme case of external locus of control, in which a person is exposed to situations in which they have no control, they may learn not to act bc they believe it will not affect teh outcome.
Self esteem.
One’s overall self-evaluation of one’s self-worth. This may be based on different factors for different individuals depending on which parts of a person’s identity he/she has determined to be the most important. Related to self-efficacy (belief in one’s own competence) and can improve it related to an activity tat one values.
At what stage in Erikson’s stages of development does an individual typically develop an identity?
The particular stage relevant to identity formation takes place during adolescence (12-20).
Influence of social factors on identity formation - Looking glass self.
A person’s sense of self-develops from interpersonal interactions with others in society and the perception of others. People shape their self-concepts based on their understanding of how others perceive them.
Social Behaviorism.
The mind and self emerge through the process of communicating with others.
Symbolic interactionism.
The view of social behavior that emphasizes linguistic or gestural communication and its subjective understanding, especially the role of language in the formation of the child as a social being.
Related to social behaviorism. The idea that mind and self emerge through social process such as communication or use of symbols (gestures and language)
Generalized other.
The common behavior expectations of general society.K
Distinguish “I” and “me” for Mead.
I = response of the individual to the attitudes of others me = how the individual believes others view him/her
Socialization.
The process through which people learn to be proficient and functional members of society; a lifelong sociological process where people learn the attitudes, values, and believes that is reinforced by a particular culture.
Feral children.
Individuals who were not raised with human contact or care; highlights the negative repercussions of lack of socialization.
Norms: definition and formal versus informal.
Also define normative behavior.
1) Norms - spoken or unspoken rules and expectations for the behavior of its society members
2) Normative behavior - social behaviors that follow these expectations and meet the ideal social standard
3) Formal - written down norms; defined punishment; ex. laws
4) Informal - norms generally understood but are less precise and carry no specific punishment; ex. shaking an interviewer’s hand.
Norms - mores versus folkaways.
1) Mores - norms that are highly important for the benefit of society and so are often strictly enforced; ex. dog fighting
2) Folkways - norms that are less important but shape everyday behavior; ex. style of dress; ways of greeting
Norms - taboo.
Behaviors that customs forbid. For a taboo, the case for a norm is so strong that its violation is considered forbidden and oftentimes punishable through formal or informal methods. Ex. eating pork for Muslims
Anomie.
A concept that describes the social condition in which individuals are not provided with firm guidelines in relation to norms and values and there is minimal moral guidance or social ethic. Anomie suggest the disintegration of social bonds b/t individuals and their communities, which causes fragmentation of social identities in exchange for an emphasis on personal success.
Non-normative behavior.
Behaviors viewed as incorrect because it challenges shared values and institutions, thus threatening social structure and cohesion.
Deviance.
Actions that violate the dominant social normals, whether formal or informal are described as forms of deviance. Ex. deviant behavior can be criminal, in which public policies are violated. But remember, deviance is still a social construct. Shaking hands is good in the US but contact between man and women are forbidden in some countries.
Why is the construction of deviance important?
The process of creating deviant labels affirms and reinforces social norms and values through the dichotomous presentation of the acceptable (normative) behavior and (non-normative) unacceptable behavior.
Deviance Theories - differential association.
This perspective argues that deviance is a learned behavior resulting from interactions b/t individuals and their communities. Individuals who participate in communities that condone deviant behavior are more likely to become deviant themselves. Individuals become deviant when their contact with individuals who favor deviance outweigh with contacts who don’t.
Deviance Theories - Criticism of differential association
Individuals are reduced to their environment; instead of considering ppl as independent, rational actors with personal motivations; deviant behavior is learned from one’s environment without CHOICE.
Deviance Theories - Labeling theory.
Deviance is the result of society’s response to a person rather than something inherent in the person’s actions; individuals might internalize labels and redefine their concept of self, which can lead to self-fulfilling prophecies. Individuals might exhibit more deviant behaviors to fulfill the expectations associated with the specific label.
Deviance Theories - Criticism of labeling theory.
Individuals are seen to be influenced by the use of labels, which ignores their abilities to resist social expectations.
Agents of social control.
Individuals or institutions that have the ability to attach stigmas to certain behaviors. Social structures can contribute to labeling through allowing dominant to enforce normal behavior and thus define deviant behavior; perhaps institutionalizing these differences through legal policies.
Deviance Theories - Structural strain theory.
This theory purports that deviance is the result of experience strain, either individual or structural. Individuals experience social strain because existing social structures are inadequate, there is pressure to use deviant methods to prevent failure. When social goals and means are balanced, deviance is not expected.
Deviance Theories - Criticism of structural strain theory.
Some deviant behaviors, such as criminal persist, in excess and has nothing to do with social structures impeding them, like sexual assault. This perspective is more applicable to material rather than social goals. If the economic structure is not favorable, one might steal.
Collective behavior.
Actions of people operating as a collective group; the social norms for the situation is unclear. There is a difference between collective behavior and group - mainly, collective is short-lived and less conventional values influence group’s behavior.
Collective versus group behavior.
Examples of collective behavior opposed to those of group behavior do not reflect the existing social structure but instead spontaneous situations in which individuals engage in actions that are otherwise unacceptable and violate social normals. Collective entails loss of the individual in exchange for sense of group. Ex. destructive mobs or the livestrong wristbrands.
Four classifications of collective behavior and their definitions.
1) Crowds - A group that shares a purpose
2) Public - A group of individuals discussing a single issue. People in publics share ideas
3) Masses - A group whose formation is prompted by the efforts of mass media. Masses can constitute a large group and doesn’t have to be close proximity.
4) Social movements - Collective behavior with the intention of promoting change.
Collective behavior - herd behavior.
Often in the context of crowds, non-permanent loss of rational thought and the crowd influence individual behavior; this is referred to herd behavior.
Collective behavior - mob.
A mob is a specific example of a crowd in which emotion is heightened and behavior is direct toward a specific and violent cause. Ex. lynching.
Collective behavior - public.
A group of individuals discussing a single issue. People in publics share ideas.
Collective behavior - active social movements versus expressive social movements.
Active - attempt to foster change (ex. revolutions)
Expressive - attempt to foster individual change (ex. support groups)
Collective behavior - fad/craze versus trends.
A fad or craze is an example of a collective behavior
in which 1) something experiences a rapid and dramatic incline in reputation and 2) remains popular among a large population for a brief period, and 3) experiences a rapid and dramatic decline in reputation. Ex. Gangnam style.
Trends are longer lived and often lead to permanent social changes, ex/ hippe movement and peace signs.
Collective behavior - Mass hysteria.
Collective delusion of some threat that spreads through emotions (ex. fear) and escalates until it spirals out of control (ex. a panic). Collective behavior in this case is often irrational as a result of emotional excess and thus mass hysteria has been described as a form of groupthink.
Collective behavior - riots.
Riots are a form of crowd behavior; however, there is no specified end. Riots can have serious consequences for economics and politics.
Name the six agents of socialization. These are social forces that influence our lives and the development of culture over time.
1) Family - first ones to influence
2) School
3) peer groups - family less important when older
4) workplace - workplace behavior and occupation influences identity
5) religion/government - influences the course of cultural change via milestones and celebrations (Bapmispha and drinking at 21)
6) mass media/technology - internet, movies, cell phones
Assimilation.
The process in which an individual forsakes aspects of his/her own cultural tradition to adopt those of a different culture. Ex. changing spoken language, religions, how they dress. When Chinese people immigrate to America.
A + B + C = A
Amalgamation.
Amalgamation occurs when majority and minority groups combine to form a new group.
A+B+C = D
Multiculturalism/ pluralism.
A perspective that endorses equal standing for all cultural traditions.
A+B+C = A + B + C
Subcultures.
A segment of society that shares a distinct pattern of traditions and values that differs from that of the larger society. Members of a subculture do participate in many activities of the larger culture, but also have unique behavior and activities that are specific to their subculture. Ex. Cabbage is a slang for coronary bypass for cardiologists.
Kolberg Stages of Moral Development include 6 identifiable developmental stages of moral reasoning, which form the basis of ethical behavior. Stages CANNOT be skipped. Most people don’t surpass the 4th stage.
1) Obedience and punishment orientation - “ how can I avoid punishment?”
2) Self-Interest orientation - “ What’s in it for me?”
3) Interpersonal accord and conformity - focus on approval and disapproval of others
4) Authority and social order maintaining orientation - beyond approval of others, individuals feel a duty to upload rules and social conventions
5) Social contract orientation - individuals see laws as social contracts to be changed when they don’t promote welfare
6) Universal Ethical principles - morality based on abstract reasoning using universal ethical principles
Attribution theory.
Attempts to explain how individuals view behavior, both our own behavior and the behavior of others. Individuals attribute behavior to inernal causes (dispositional attribution) or external causes.
Attribution theory - dispositional versus situational.
Disposition: internal causes of behavior
Situational: external causes of behavior
Attribution theory - what trends do we observe with this?
People tend to assign dispositional attributions to others (they are just jerks), but give themselves the benefit of situational attributions.
What determines whether we attribute behavior to internal or external causes.
Ex. Angry friend
1) Consistency - Anger consistent with how your friend acts? Always –> internal
2) Distinctiveness - Is your friend angry toward everyone (internal/disposition) or just you(situational)?
3) Consensus - is your friend the only one angry? Only one - dispositional; everyone, like a playoff lost - situational
