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Social Media and the Spiral of Silence: the Case of Kuwaiti Female Students’ Political Discourse on Twitter
Journal of International Women's Studies Volume 16 | Issue 3 Article 4 Jul-2015 Social Media and the Spiral of Silence: The aC se of Kuwaiti Female Students Political Discourse on Twitter Ali A. Dashti Hamed H. Al-Abdullah Hasan A. Johar Follow this and additional works at: http://vc.bridgew.edu/jiws Part of the Women's Studies Commons Recommended Citation Dashti, Ali A.; Al-Abdullah, Hamed H.; and Johar, Hasan A. (2015). Social Media and the Spiral of Silence: The asC e of Kuwaiti Female Students Political Discourse on Twitter. Journal of International Women's Studies, 16(3), 42-53. Available at: http://vc.bridgew.edu/jiws/vol16/iss3/4 This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. This journal and its contents may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. ©2015 Journal of International Women’s Studies. Social Media and the Spiral of Silence: The Case of Kuwaiti Female Students’ Political Discourse on Twitter By Ali A. Dashti1, Hamed H Al-Abdullah2 and Hasan A Johar3 Abstract The theory of the Spiral of Silence (Noelle-Neumann, 1984), explained why the view of a minority is not presented when the majority view dominates the public sphere. For years the theory of the spiral of silence was used to describe the isolation of minority opinions when seeking help from traditional media, which play a significant role in increasing the isolation. -
Symbolic Interactionism from Theoretical Origin to the Role of Social Interaction and International Integration
British Journal of English Linguistics Vol.7, No.5, pp.18-24, November 2019 Published by ECRTD-UK Print ISSN: 2055-6063(Print), Online ISSN: 2055-6071(Online) SYMBOLIC INTERACTIONISM FROM THEORETICAL ORIGIN TO THE ROLE OF SOCIAL INTERACTION AND INTERNATIONAL INTEGRATION Nhac Phan Linh1 1 Ph.D, Vietnam Institute of Workers and Trade Unions, [email protected] ABSTRACTS: Weighting scale symbolizes justice. Heart symbolizes love. Pigeons symbolize peace. All these ideas are formed through the common symbolic system of humankind, transcending barriers of language, culture, ethnicity, competence and qualifications. They become tools for the formation of social interactions between individuals, communities, within a country or internationally. KEY WORDS: symbolic interactionism, theoretical origin, social interaction, international integration. INTRODUCTION History of formation and development process of Symbolic Interactionism in the world Symbol is an ancient form of “sign”, considered as a tool of thought in the cognitive process of humanity. Therefore, the theoretical premise of Symbolic interactionism also has an ancient origin, directly linked to the development of human cognitive thinking and value system, both in the East and West. So far, the majors of symbolism such as Semiotics, Icon Anthropology have been recognized as an independent science subject with specific training contents at many major universities in the world such as Columbia, Indiana, MIT (Massachusetts Institute of Technology), Stanford, Hawaii in the US, Toronto, McGill, Western Ontario in Canada, Tartu in Estonia, Helsinki in Finland, etc.1 An outstanding feature of the symbolic scientific research is that the interdiciplinary approach has become a mandatory path.2 Therefore, this paper focuses on the theoretical interactionism focusing on three angles (1) Cultural studies, (2) Semiotics associated with Linguistics; and (3) Sociology. -
Symbolic Interactionism Mark V
English Technical Reports and White Papers English 2015 Symbolic Interactionism Mark V. Redmond Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/engl_reports Part of the Interpersonal and Small Group Communication Commons Recommended Citation Redmond, Mark V., "Symbolic Interactionism" (2015). English Technical Reports and White Papers. 4. http://lib.dr.iastate.edu/engl_reports/4 This Book Chapter is brought to you for free and open access by the English at Iowa State University Digital Repository. It has been accepted for inclusion in English Technical Reports and White Papers by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Symbolic Interactionism Communication Context Interpersonal, Small Group, Cultural. Questions It Addresses in Our Every Day Lives: 1. How our interactions with others affect our sense of self. 2. The importance of symbols/language to society. 3. Where our mind and humanness comes from. Theory in a Nutshell ● We acquire symbols from interactions with society/other people. ● Acquiring symbols allows us to develop a sense of self and a mind (we think by way of symbols). ● Societies exist because people are able to interact with each another through symbols. Visualization of Symbolic Interaction Theory Mind Symbol Self Society “Symbols include words and many objects, and almost all acts around others contain a symbolic element. Words are the most important symbols, making human thinking possible.” Joel M. Charon (2007, p. 58). Introduction and Overview Let’s start with a simple definition of what a symbol is. A symbol is a stimuli that is abstract and arbitrary to which meaning is applied. -
Sociological Theories of Deviance: Definitions & Considerations
Sociological Theories of Deviance: Definitions & Considerations NCSS Strands: Individuals, Groups, and Institutions Time, Continuity, and Change Grade level: 9-12 Class periods needed: 1.5- 50 minute periods Purpose, Background, and Context Sociologists seek to understand how and why deviance occurs within a society. They do this by developing theories that explain factors impacting deviance on a wide scale such as social frustrations, socialization, social learning, and the impact of labeling. Four main theories have developed in the last 50 years. Anomie: Deviance is caused by anomie, or the feeling that society’s goals or the means to achieve them are closed to the person Control: Deviance exists because of improper socialization, which results in a lack of self-control for the person Differential association: People learn deviance from associating with others who act in deviant ways Labeling: Deviant behavior depends on who is defining it, and the people in our society who define deviance are usually those in positions of power Students will participate in a “jigsaw” where they will become knowledgeable in one theory and then share their knowledge with the rest of the class. After all theories have been presented, the class will use the theories to explain an historic example of socially deviant behavior: Zoot Suit Riots. Objectives & Student Outcomes Students will: Be able to define the concepts of social norms and deviance 1 Brainstorm behaviors that fit along a continuum from informal to formal deviance Learn four sociological theories of deviance by reading, listening, constructing hypotheticals, and questioning classmates Apply theories of deviance to Zoot Suit Riots that occurred in the 1943 Examine the role of social norms for individuals, groups, and institutions and how they are reinforced to maintain a order within a society; examine disorder/deviance within a society (NCSS Standards, p. -
Equality As a Social Construction
1 Equality as a Social Construction The goal of this book is to conceptualize a “radical” way of studying equality in social life: an interactionist, interpretive approach. The book is not “radical” in the sense of espousing an explicit political position, but because it attempts to go to the “root” of equality, to understand how and why equality and inequality are experienced features of the world. My thesis is that equality is not an independent, objective, or self- evident characteristic but is a socially constructed phenomenon. By (1) synthesizing the theoretical perspectives of Herbert Blumer, Alfred Schutz, Harold Garfinkel, and John Dewey, (2) critically reviewing and analyzing a portion of the literature on equality, and (3) conducting a focused inquiry on the issue of equality, my book challenges conven- tional understandings of equality and attempts to demonstrate the utility of an interactionist approach to the subject. TRADITIONAL AND INTERACTIONIST APPROACHES TO STUDYING EQUALITY Generally, sociological treatment of the concept “equality” has taken four forms. First, sociologists have attempted to conceptualize and opera- tionalize equality in a clear, logical, and rational manner. Such efforts are based on the reasonable belief that the quality of their work on equality depends upon whether the concept is carefully defined and measured. Second, sociologists have attempted to determine whether (or to what degree) equality exists in a situation, and to identify those factors that 1 © 2006 State University of New York Press, Albany 2THE MEANINGS OF MARITAL EQUALITY promote or inhibit equality. The central goal here has been to discover what variables are requisite to equal or unequal states of affairs. -
Cycle of Socialization
Understanding The Cycle of Socialization The Cycle of Socialization helps us understand the way in which we are socialized to play certain roles, how we are affected by issues of oppression, and how we help maintain an oppressive system based upon power. The Cycle is comprised of 3 arrows, 3 circles, and a core center. Each of these components represents the following: 1. The beginning of the cycle, depicted by the 1st circle, represents the situation into which we were born. We have no control over this. We are also born without bias, assumptions, or questions. We are either “lucky” to be born into a privileged situation or “unlucky” to born into an underprivileged situation. 2. The 1st arrow represents that fact that our socialization process begins immediately. We are given a pink blanket if we are a girl or a blue one if we are boy. The rules and norms are already in place and we subtly (and in many cases not so subtly) are made aware of the rewards of conforming and the consequences of rebelling. 3. The second circle represents the institutions that help shape our views and beliefs, and help instill within us prejudice or acceptance. 4. The second arrow represents the way in which the instilling of ideas, beliefs, and behaviors reinforce the cycle of oppression. Behaving differently is not as simply as most of us think. We are rewarded for good behavior – conforming to the norms and standards. By the same token, we are punished for bad behavior – questioning or rebelling against oppressive societal norms. -
Social Psychology - J
HISTORICAL DEVELOPMENTS AND THEORETICAL APPROACHES IN SOCIOLOGY – Vol. I - Social Psychology - J. David Knottnerus SOCIAL PSYCHOLOGY J. David Knottnerus Department of Sociology, Oklahoma State University, USA Keywords: Behaviorism, Cognitive consistency, Emotions, Ethnomethodology, Everyday Life, Expectation States Theory (EST), Identity, Interaction Order, Pragmatism (American), Presentation of Self, Symbolic interaction, Social dilemmas, Social exchange, Total Institution Contents 1. Introduction 2. History of Social Psychology 3. Symbolic Interaction 4. Theories of Everyday Life 5. Social Exchange Theory 6. Expectation States Theory 7. Other Research and Theoretical Approaches 8. Other Areas of Interest 9. Prospects for the 21st Century Acknowledgements Glossary Bibliography Biographical Sketch Summary The historical and professional development of Sociological Social Psychology is described, with attention given to particular accomplishments from mid-century to the present. Then several of the more recent perspectives that contribute to the growth of social psychology are discussed such as symbolic interaction, social exchange theory, expectation states theory, and theories of everyday life. Additional research, theoretical approaches, and issues are also identified. Finally, prospects for the future of Social Psychology are forecast. 1. IntroductionUNESCO – EOLSS While social psychology has played a vital role in sociology during the twentieth century the natureSAMPLE of this role has changed throughCHAPTERS the years. Earlier in the century social psychology was viewed by many as a separate body of research distinct from other more accepted parts of sociology. Today, however, this field occupies a much more central role in the discipline increasingly interconnected with other areas of sociological research. In this article the nature and history of social psychology will be addressed with special attention to key developments within this area especially in recent decades. -
Beyond Authoritarianism: a Cultural Perspective on Asian American Parenting Practices
DOCUMENT RESUME ED 390 952 UD 030 756 AUTHOR Chao, Ruth K. TITLE Beyond Authoritarianism: A Cultural Perspective on Asian American Parenting Practices. PUB DATE Aug 95 NOTE 25p.; Paper presented at the Annual Meeting of the American Psychological Association (New York, NY, August 1995). PUB TYPE Reports Evaluative/Feasibility (142) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Asian Americans; *Authoritarianism; *Child Rearing; *Cultural Differences; Elementary Education; Elementary School Students; Parent Attitudes; Parenting Skills; Parent Participation; *Parents; Socialization; Surveys; Training IDENTIFIERS *Parenting Styles ABSTRACT A study was conducted to determine Asian American conceptualizations of parenting, focusing on socialization goals, parenting style, and parenting practices related to schooling, aspects of parental influences discussed by D. Darling and L. Steinberg (1993). It was suggested that the standard conceptualizations of parenting style, those of D. Baumrind, are not as meaningful for capturing the styles of East Asians as some alternative conceptuelizations. Thirty-six East Asian (Chinese, Japanese, and Korean) parents of elementary school students and 35 European American parents from the Los Angeles area (California) completed surveys about parenting, with translation provided where needed. The study demonstrated that standard parenting concepts such as the parenting styles conceptualization of Baumrind, the idea of authoritarian parental control, and the direct/managerial style of parental involvement in school of Steinberg and others (1993) are not adequate for describing the practices of East Asian parents. The alternative style of "training" was more endorsed by the East Asians than the European Americans. Family-based parental controlwas more common among East Asians, and indirect involvement in schooling was more often endorsed by East Asians. -
Social Networking: a Guide to Strengthening Civil Society Through Social Media
Social Networking: A Guide to Strengthening Civil Society Through Social Media DISCLAIMER: The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Counterpart International would like to acknowledge and thank all who were involved in the creation of Social Networking: A Guide to Strengthening Civil Society through Social Media. This guide is a result of collaboration and input from a great team and group of advisors. Our deepest appreciation to Tina Yesayan, primary author of the guide; and Kulsoom Rizvi, who created a dynamic visual layout. Alex Sardar and Ray Short provided guidance and sound technical expertise, for which we’re grateful. The Civil Society and Media Team at the U.S. Agency for International Development (USAID) was the ideal partner in the process of co-creating this guide, which benefited immensely from that team’s insights and thoughtful contributions. The case studies in the annexes of this guide speak to the capacity and vision of the featured civil society organizations and their leaders, whose work and commitment is inspiring. This guide was produced with funding under the Global Civil Society Leader with Associates Award, a Cooperative Agreement funded by USAID for the implementation of civil society, media development and program design and learning activities around the world. Counterpart International’s mission is to partner with local organizations - formal and informal - to build inclusive, sustainable communities in which their people thrive. We hope this manual will be an essential tool for civil society organizations to more effectively and purposefully pursue their missions in service of their communities. -
The Problem of Social Class Under Socialism Author(S): Sharon Zukin Source: Theory and Society, Vol
The Problem of Social Class under Socialism Author(s): Sharon Zukin Source: Theory and Society, Vol. 6, No. 3 (Nov., 1978), pp. 391-427 Published by: Springer Stable URL: http://www.jstor.org/stable/656759 Accessed: 24-06-2015 21:55 UTC REFERENCES Linked references are available on JSTOR for this article: http://www.jstor.org/stable/656759?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Springer is collaborating with JSTOR to digitize, preserve and extend access to Theory and Society. http://www.jstor.org This content downloaded from 132.236.27.111 on Wed, 24 Jun 2015 21:55:45 UTC All use subject to JSTOR Terms and Conditions 391 THE PROBLEM OF SOCIAL CLASS UNDER SOCIALISM SHARON ZUKIN Posing the problem of social class under socialismimplies that the concept of class can be removed from the historical context of capitalist society and applied to societies which either do not know or do not claim to know the classicalcapitalist mode of production. Overthe past fifty years, the obstacles to such an analysis have often led to political recriminationsand termino- logical culs-de-sac. -
Making Sense of State Socialization
Review of International Studies (2001), 27, 415–433 Copyright © British International Studies Association Making sense of state socialization KAI ALDERSON Abstract. At present, International Relations scholars use the metaphor of ‘state socializ- ation’ in mutually incompatible ways, embarking from very different starting points and arriving at a bewildering variety of destinations. There is no consensus on what state socializ- ation is, who it affects, or how it operates. This article seeks to chart this relatively unmapped concept by defining state socialization, differentiating it from similar concepts, and exploring what the study of state socialization can contribute to important and longstanding theoretical debates in the field of international relations. Introduction Norms are gaining ground in the study of International Relations.1 Not only are they the focus of extensive conceptual and theoretical work, but international norms are increasingly seen as weight-bearing elements of explanatory theories in issue- areas ranging from national security to the study of international organization.2 Regime theory continues to generate an extraordinarily fecund research pro- gramme,3 and its central insight—that relations among competitive sovereign states are shot through with norms of cooperation—links contemporary scholarship to long-standing reflections on the nature of the international.4 Constructivist scholars, for their part, argue that social norms offer a radical alternative to interest- and power-based accounts of international politics.5 1 As readily attested by the contributions to the recent fiftieth anniversary edition of International Organization, 52: 4 (1998). See, in particular, contributions by Peter J. Katzenstein, Robert O. Keohane and Stephen D. Krasner (esp. -
Outlines of Sociology (1898; Reprint 1913)
Lester F. Ward: Outlines of Sociology (1898; reprint 1913) [i] OUTLINES OF SOCIOLOGY - by Lester F. Ward - (1897; reprint 1913) Page 1 of 313 Lester F. Ward: Outlines of Sociology (1898; reprint 1913) [ii] Page 2 of 313 Lester F. Ward: Outlines of Sociology (1898; reprint 1913) [iii] OUTLINES OF SOCIOLOGY BY LESTER F. WARD AUTHOR OF "DYNAMIC SOCIOLOGY," "THE PSYCHIC FACTORS OF CIVILIZATION," ETC. New York THE MACMILLAN COMPANY LONDON: MACMILLAN & CO., LTD. 1913 All rights reserved Page 3 of 313 Lester F. Ward: Outlines of Sociology (1898; reprint 1913) [iv] COPYRIGHT, 1897, BY THE MACMILLAN COMPANY. --------- Set up and electrotyped January, 1898. Reprinted June, 1899; February, 1904; August, 1909; March, 1913. Norwood Press J. S. Cushing & Co. – Berwick & Smith Norwood Mass. U.S.A. Page 4 of 313 Lester F. Ward: Outlines of Sociology (1898; reprint 1913) [v] To Dr. Albion W. Small THE FIRST TO DRAW ATTENTION TO THE EDUCATIONAL VALUE OF MY SOCIAL PHILOSOPHY THE STANCH DEFENDER OF MY METHOD IN SOCIOLOGY AND TO WHOM THE PRIOR APPEARANCE OF THESE CHAPTERS IS DUE THIS WORK IS GRATEFULLY DEDICATED Page 5 of 313 Lester F. Ward: Outlines of Sociology (1898; reprint 1913) [vi] Page 6 of 313 Lester F. Ward: Outlines of Sociology (1898; reprint 1913) [vii] PREFACE This little work has been mainly the outcome of a course of lectures which I delivered at the School of Sociology of the Hartford Society for Education Extension in 1894 and 1895. They were given merely from notes in six lectures the first of these years, and expanded into twelve lectures the following year in substantially their present form.