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Unfolding The Social Self

This document discusses theories of socialization and the development of the social self. It covers: 1. Key influences on socialization like family, schools, communities, and social institutions. 2. Theories of social development from theorists like Locke, Cooley, and Meade, focusing on looking glass self and role-taking. 3. Bronfenbrenner's bioecological systems theory which examines environmental influences from micro to macro levels.

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86 views38 pages

Unfolding The Social Self

This document discusses theories of socialization and the development of the social self. It covers: 1. Key influences on socialization like family, schools, communities, and social institutions. 2. Theories of social development from theorists like Locke, Cooley, and Meade, focusing on looking glass self and role-taking. 3. Bronfenbrenner's bioecological systems theory which examines environmental influences from micro to macro levels.

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Ror
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Unfolding the Social Self

Module 3
Section 1 – The Cultural Self
Section 2 – The Socio-Digital Self
Section3 – The Material/ Economic Self
The Social Self
• Through interaction with
their social and cultural
environments, people are
transformed into
participating members of
their society.
Socialization
• Socialization
– The interactive process through which people learn
• Basic skills
• Values
• Beliefs
• Behavior patterns of a society

• Within socialization, a person develops a sense of self


– Conscious awareness of possessing a distinct identity that
separates you from other members of society.
THE FAMILY
- The most pervading influential group that
impacts our self in the entire course of
development.
- Parents as first teachers
- Siblings as our first friends and playmates
- Consistent family experiences shape our
social self.
SCHOOLS
• Form a significant part of our social self

• We harness our knowledge that we get from


our mentors and apply socialization skills we got
from our families in developing relationships
with our school peers.

• Knowledge of our world is shaped by


collaborative learning conditions as we are
exposed to the insights of our learning peers;
• Values of social harmony, emotional sensitivity to
the needs of other people and behavior with
regards to personal spaces of others in our
environment are some learning insights that
become inculcated in our social self.

• 1/3 of our lives are spent as students of


educational institutions

• School experiences we have gained shape our


social self
communities
• From an anthropological and sociological perspective,
our cultural beliefs and practices are influenced by
what our communities and societies dictate.

• Values
- Faith in God
- Respect for the elderly
- Task persistence and dedication
- Love of country
(Products of communal settings we belong to and societal
expectations imposed to us)
RELIGIOUS PRACTICES
• Going to church and hearing mass
• Avoiding conflicts and strife with others
• Rituals and ceremonies (Weddings, baptism
and other religious activities)
SOCIAL INSTITUTIONS
• Religion
• Politics
• Media
• Education
• Government
SCHEMAS
SCHEMA:
A set of beliefs and feelings about something.
Examples include stereotypes, prejudices and generalizations.

ROLE SCHEMA:
a schema about how people in certain roles
(e.g., boss, wife, teacher) are expected to behave.

PERSON SCHEMA:
a schema about how a particular individual is expected to behave.

SELF SCHEMA:
the set of beliefs, feelings and generalizations we have about
ourselves
assimilation
• is a type of adaptation process in which new
information fits or exists along with the
previously existing idea or schema.
Accommodation
• one of the complementary process of
adaptation in which the already held idea or
schema is replaced by the total new and
different idea.
ASSIMILATION VS. ACCOMMODATION
• Assimilation is a gradual process
whereas accommodation is the sudden change
and it asks an individual to create a whole new
image or idea about the particular thing.

• in assimilation the new idea settles with the


previous knowledge while in accommodation
takes place when the previously held schema or
idea gets outdated or remain of no worth.
THEORIES OF SOCIALIZATION
John Locke
– English philosopher from
the 1600’s.
– Insisted each newly born
human being is a tabula
rasa
• “blank slate”
– No personality
– Newborns could be
molded into anything
with training.
Charles H. Cooley
– Developed idea of looking
glass self
• The interactive process by
which we develop an
image of ourselves based
on how we imagine we
appear to others.

• Ex: Other people act as a


mirror reflecting back the
image we see with their
reactions.
“I am not who you think I am;
I am not who I think I am;
I am who I think you think I
am”
-Cooley-
Looking Glass Theory
3 steps

1. We imagine how we appear to others.

2. Based on the other’s reactions, we attempt to


determine whether they view us as we see
ourselves.

3. We use our perceptions of how others judge us


to develop feelings about ourselves.
George Herbert Meade
– Believed that we not only see ourselves as others see us, but actually take
on the roles of others.

– The way that others influence us changes across the lifetime.

– Young children sees themselves as the focus of their own world


Similar to Piaget’s Egocentrism

– Young children can’t recognize other people’s perspective

– But as we grow up our beliefs widen

– Start to recognize the perception of others

– Children develop skills that are necessary in order to role-take through


social interaction
“there can be no self without a prior social grouP”

• The process requires communication through gestures —


or significant symbols — as well as the ability to take the
role of the ‘other’

• is best known for emphasizing the social over the personal.

• As Ritzer (2008) explains, "A thinking, self-conscious


individual is … logically impossible in Mead's theory
without a prior social group.

• The social group comes first, and it leads to the


development of self-conscious mental states" (p. 351).
3 DISTINCT Stages
1.) Preparatory Stage – (1 month – 3 years old)
• Interact with others through imitation
• imitate what other people are doing
• No actual communication
• Not true interactions
• Example: Using of broom in cleaning, play with frying pans in cooking

2.) Play Stage – (3 – 5 years old)


• pretend play (play as other people)
• role-playing (playing as mommy, firefighters etc.)learn to use symbols (verbal and
non-verbal)
• Goes beyond imitation, they are able to respond and understand
• not only mimicking social interactions but they are able to create them
• focus on role-taking
• There is actual communication/ interaction
Role taking
- Mentally assuming the perspective of other person and
acting based on their perceive point of view.

EX: being a good person around grandma


» You do so because she is a good person!
3. Game Stage (after 5 years)
- Able to understand the attitudes, beliefs of the generalized
other(society as a whole)
- What are expected from them
- Know learn that people have multiple roles
- Concern of what other’s might react to what they do (only
significant people)
Meade’s “generalized other”
• Mead says a person first
individualizes significant
others
– Mom
– Dad
– Sister
– Brother

• As we grow older
– People internalize attitudes,
expectations, and viewpoints
of society
• Generalized other
The “I” in “Me”
• “I” (Who am I)
– The unsocialize, spontaneous, self-interested component of
personality.
– Is who we really are
– It is our opinion of ourselves as a whole
– Very large role in children

• “Me” (What do others think about me)


– The part of our self that is aware of the expectations and
attitudes of society.
– The social self
– Part in us that is careful and conscious

– Very large role in adults


Actual self
• This state is achieved if our I and Me become
congruent.
culture
• Is the complex whole which includes
knowledge, belief, law, art, moral, custom, and
other capabilities and habits acquired by man
as member of society.

• Highly relative, since it varies by place, by


practices, and by individual.
BIO ECOLOGICAL SYSTEMS THEORY
BIO ECOLOGICAL SYSTEMS THEORY
URIE BRONFENBRENNER – BIO-
ECOLOGICAL SYSTEMS THEORY
Microsystem:
• is the innermost layer of Bronfenbrenner's
model.
• is closest to an individual and encompasses
interpersonal relationships and direct
interactions with immediate surroundings.
• For example, families, peers, schools, religious
institutions and the immediate neighborhood.
Mesosystem:
• includes interactions between various aspects
of the microsystem.
• A relationship between a child's family and
the child's school can be considered part of
the mesosystem, because these two direct
influences (parts of the microsystem) may
interact.
• Examples: PTA, Family and Parish relations
Exosystem:
• does not directly affect individuals;
• rather, the exosystem encompasses aspects of
structures within the microsystem.
• For example, financial difficulties within the
family of origin, parental job loss, and so forth
may affect a child, but do not involve the child
directly.
Macrosystem:
• is the outermost layer of Bronfenbrenner's
model.
• includes social or cultural ideologies and
beliefs that affect an individual's environment.
• For example, laws may be incorporated into
the macrosystem.
Chronosystem:
• Focuses on patterns of environmental events,
including socio-historical events from a
specific to a larger context.
Examples:
• Graduation from college would entail changes
in the social self – contribution to the family
and the society.
• Social events – political rallies and elections
Individualism-collectivism model
• Marckus & Kitayama, 1991
• Highlights the impact of culture to self

Individualism
• as an orientation focuses on individual attributes and
personal distinctiveness.
• People who are individualistic are observed to
competitive and self-reliant.
• Are likely to be independent in achieving their
personal interest rather than dependent
collectivism
• Values relationships and harmony
• Prioritize their relationships and subjugate their
personal interests.
• Conforming, respectful of other people and
cooperative in tasks.
• We are a collectivistic society as an Asian country.
• We prioritize relationships, in our beliefs and practices
• We are non-confrontational with thoughts in order not
to cause discord within our groups.
• Having a hard time accepting compliments (being
ashamed)
Individualistic vs. collectivistic
• Develop early • Learn to depend on others
independence • Read non-verbal cues
• Express yourself • Listen to authority
• Responsible for self • Be responsible for others
• Live on one’s own • Personal goals secondary to
• One’s own goals take goals of the group
priority • Motivated by the norms of,
• Motivated by own and duties imposed by, the
preferences, needs rights group
• Tasks more important than • Relationships more
relationships important than tasks
• Cognitive skills independent • Social and cognitive skills
of social skills integrated

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