This chapter has focused largely on such micro-level phenomena as individuals, interaction, and groups. In Chapter 5, we turn to the progressively more macro-level phenomena of organizations, societies, and the globe as a whole. ●
Summary
The sociological perspective on the individual and the self focuses on the social interactions humans are capable of having with each other. Cooley’s concept of the looking-glass self, the idea that humans develop self-images reflecting the way in which others respond to them, is fundamental to sociology. Symbolic interactionism posits that humans use significant symbols, such as gestures and language, to develop a sense of self. George Herbert Mead defined the self as the ability to take oneself as an object. Once individuals are able to internalize the perspective of a group or community, they come to possess a sense of the generalized other. According to Mead the self is composed of two parts, the “I” that is impulsive and the “me” that is conformist.
Erving Goffman believed that in every interaction, or performance, individuals attempt to manage projections of themselves. On a front stage, they operate in an idealized manner, but on a back stage, they can more freely express themselves.
Socialization is the process through which a person learns and generally comes to accept the ways of a group or of a society as a whole. Primary socialization begins with newborns and infants and continues over the course of their childhood during anticipatory socialization. Socialization does not end with childhood—adults continue to be socialized throughout their lives. Our families, peers, workplaces, and the media are important agents of socialization.
Socialization involves interaction, or social engagement, between two or more individuals. Some interaction involves reciprocity, or the expectation that those involved in it will give and receive equally, while other interactions transpire between those with power and their subordinates. Interaction is deeply involved in people’s statuses and their related roles.
Patterns of interaction and social relationships that occur regularly and persist over time become social structures. A group is one type of social structure that develops when individuals interact over time and develop a patterned relationship. A small, close-knit group with intimate face-to-face interactions is a primary group. A secondary group is larger and more impersonal; its members do not know each other very well.
Key Terms
achieved status, 112
agents of socialization, 102
anticipatory socialization, 103
ascribed status, 112
back stage, 102
conversation analysis, 111
cyberbullying 107
dramaturgy, 99
dyad, 113
front stage, 102
game stage, 97
generalized other, 98
gestures, 96
group, 115
“I,” 99
impression management, 100
in-group, 115
interaction, 110
interaction order, 111
looking-glass self, 95
master status, 112
“me,” 99
micro–macro continuum, 94
mind, 97
out-group, 115
play stage, 97
primary groups, 115
primary socialization, 102
reciprocity, 111
reference groups, 115
resocialization, 108
reverse socialization, 103
role, 112
role conflict, 112
role making, 113
role overload, 113
secondary groups, 115
self, 97
significant symbol, 97
socialization, 102
status, 112
symbolic interaction, 97
total institution, 109
triad, 113
Review Questions
1 How can we use the literature on feral children to explain the importance of interaction to human development? In what ways does this relate to the “nature versus nurture” debate?
2 According to Mead, what distinguishes humans from nonhumans?
3 How does the socialization process help individuals develop their sense of self? Why are games so important to the socialization process?
4 What is the difference between the “I” and the “me”? Why do people and society as a whole need both the “I” and the “me”?
5 According to Goffman, in what ways do we use impression management in our front-stage performances?
6 Why are families important agents of socialization? How do families from higher social classes socialize their children differently than families from lower social classes do? What effects might these differences in socialization have on children?
7 How are we socialized to be consumers? In what ways has the internet resocialized us as consumers?
8 Is being a fifth grader in the United States an ascribed or an achieved status? Or is both? What does this suggest about the differences between roles attached to ascribed statuses versus those attached to achieved statuses?
9 In the realm of social networks, why are “weak ties” helpful to those looking for jobs? What effect has the internet had on the development of weak ties and strong ties?
10 In what ways do we use images in the mass media as reference groups? How do the mass media help to define in-groups and out-groups?
Get the tools you need to sharpen your study skills. SAGE edge offers a robust online environment featuring an impressive array of free tools and resources. Access practice quizzes, eFlashcards, video, and multimedia at edge.sagepub.com/ritzeressentials4e
Descriptions of Images and Figures
Back to Figure
The image has two sets of wheels with spokes.
The first, on the left, consists of a set of dots connected by a line to make a circular figure. The circle is incomplete since one of the dots does not directly connect to its