2-8-16
Chapter 15:
1. How does Mead distinguish between body and the self? What makes this a radically social view of the self?
Mead states that the self has a character that is different from the physiological organism. Unlike the body, it is not created at birth, but rather is created in the process of social experience. He also explains that the body can exist and operate in an intelligent fashion with no involvement from the self. The self's characteristics distinguishes it from the body. This is a radically social view of the self because an individual experiences himself indirectly from the standpoint of the members of his social group. He only becomes an object to himself by taking the attitudes of his social group to himself within the social environment.
2. How is the self both a subject and an object to the itself? How is the ability to assume “the role of the other” vital to our humanity?
The self is both a subject and an object to itself because it is essentially a social structure, and is created through social experiences. It's ability to assume the role of 'the other' is vital to humanity because 'the other' is an organization of the attitudes of those involved in one's community, and the attitudes of others control the response of the individual. If the human individual develops the self in its fullest sense, it will not be sufficient for him to accept the attitudes of his community towards himself within the social process and bring the social process as a whole into his individual experience.
3. The idea that socialization produces conformity is easy to understand, but how does Mead argue that individual distinctiveness is also a result of social experience?
Mead argues that individual distinctiveness is also a result of social experience because he believes that social experience is what shapes, changes, and forms one's identity. Without the influence of others, one would simply be a body, and this body would know nothing other than itself. It would not be able to develop and form distinguishable qualities that would result in its relations with others, community, and ultimately, society.
Chapter 18:
1. According to Heth, are there greater differences or similarities across cultures in the relationship between parent-child closeness and adolescent behavior?
According to Heth, there are greater similarities across cultures in the relationship between parent-child closeness and adolescent behavior. Regardless of culture, a close parent-child relationship will universally produces a better adjusted person. The presence of a good familial relationship led to less drug and alcohol consumption among white American, Hispanic, and Canadian adolescents. Studies also prove that a better psychological well being is present in youths with active parental involvement in Hong Kong, Iran, and Puerto Rico.
2. What are some of the factors that contribute to the problematic behavior of adolescents both cross-culturally and within subcultures in the US?
As discussed in this chapter, a lack of parental involvement and closeness in a person's life can lead to the problematic behavior of adolescents both cross culturally and within subcultures in the US. Without exception, people benefit from increased parental bonds in a healthy and rewarding setting.
3. What does Heath mean by “parental involvement?” What other variables might also have an impact on parent-child relationships that are not discussed in this selection?
By “parental involvement,” Heath means a trusting, healthy, and close relationship between one and their parental figures. There are many factors not discussed in this chapter that might have an impact on parent-child relationships, these factors include: divorce, death of a sibling, mental illness, drug use, separation, or parental ambivalence.
Chapter 20:
1. How does the “presentation of self” contribute to a definition of a situation in the minds of participant? How does this definition change over time?
The presentation of self contributes to a definition of a situation in the minds of a participant because one's presentation will set the impression of the situation. If one presents as tough, they can prevent others as seeing them as weak or easy-going in a situation, similarly, if one presents as easy-going, people might take advantage of them. This definition changes over time because once someone’s first impression is set and they have “gotten off on the right foot,” they can lighten up on their exterior persona without fear. “You can’t ever let them get the upper hand on you or you’re through. So I start out tough. The first day I get a new class in, I let them know who’s boss....You’ve got to start off tough, then you can ease up as you go along. If you start out easy-going, when you try to get tough, they'll just look at you and laugh.” (pg. 99)
2. Apply Goffman’s approach to the classroom. What are the typical elements of the instructor's presentation of self? A student's presentation of self?
Like quoted above, a teacher's presentation of self should begin tough, then, fade to a more approachable self. In the beginning, a teacher needs to present as being strict, not a pushover. They need to let their students know that they cannot be taken advantage of, and if the students are acting unruly, they have the power to discipline. At the beginning of the year, a student's first impression should be that they are a hard worker that is going to earn a high grade in a class. This can be achieved by the student arriving prepared and ontime, by them being dressed professionally and presenting themselves as someone who wants to learn, and by asking questions and turning in all work when required. Then over time, once the teacher trusts that the student is well rounded and works well, they can find appropriate leeway at particular times.
3. Can we evaluate the validity of people’s presentations? How?
Yes, we can evaluate the validity of people's presentations. It is often said that you are what you pretend to be, so, be careful what you pretend to be. It should not be overlooked that any projected character also has a distinctive moral character, meaning, that when an individual projects certain social characteristics, they should be what they claim to be. We can evaluate the validity of people’s presentations by understanding that there is always some truth to them, but remembering that that truth is often amplified.
Chapter 30:
1. Describe the major elements of what Anderson calls “the code of the streets.” How does this “code” oppose mainstream values?
The code of the streets is a cultural adaptation to a profound lack of faith in the police and judicial system. In this code, the police are seen as representing the white oppressors who don't care about inner city kids. This code, based on police ignorance and lack of response, emerges when personal responsibility for the safety of one’s self is felt. The “code” opposes mainstream values because it is commonly accepted (mostly among the white upper and upper middle class) and considered to be a societal norm despite being radical and seemingly absurd.
2. How is the code of the streets a product of the disadvantages, social isolation, and racism faced by many inner-city people?
The code of the streets is a product of the disadvantages, social isolation, and racism faced by many inner-city people because those who live in the inner city are often the victims of institutional racism by police. The people living in these inner city areas are considered dispensable because they are black, so, the racist police that are meant to be helping the community let those underprivileged fend for themselves.
3. Why do most inner-city people--even those who are poor--reject the street code?
Most inner city people reject the street code because everyone knows that if the rules of the code are violated, there are penalties, regardless of the individual being street or decent. Despite reluctance, the code is common knowledge and extremely necessary for operating in inner-city areas. So, even decent families who are opposed to the values of the code encourage familiarity with it in order to prevent complications in the inner-city environment.
Chapter 15:
1. How does Mead distinguish between body and the self? What makes this a radically social view of the self?
Mead states that the self has a character that is different from the physiological organism. Unlike the body, it is not created at birth, but rather is created in the process of social experience. He also explains that the body can exist and operate in an intelligent fashion with no involvement from the self. The self's characteristics distinguishes it from the body. This is a radically social view of the self because an individual experiences himself indirectly from the standpoint of the members of his social group. He only becomes an object to himself by taking the attitudes of his social group to himself within the social environment.
2. How is the self both a subject and an object to the itself? How is the ability to assume “the role of the other” vital to our humanity?
The self is both a subject and an object to itself because it is essentially a social structure, and is created through social experiences. It's ability to assume the role of 'the other' is vital to humanity because 'the other' is an organization of the attitudes of those involved in one's community, and the attitudes of others control the response of the individual. If the human individual develops the self in its fullest sense, it will not be sufficient for him to accept the attitudes of his community towards himself within the social process and bring the social process as a whole into his individual experience.
3. The idea that socialization produces conformity is easy to understand, but how does Mead argue that individual distinctiveness is also a result of social experience?
Mead argues that individual distinctiveness is also a result of social experience because he believes that social experience is what shapes, changes, and forms one's identity. Without the influence of others, one would simply be a body, and this body would know nothing other than itself. It would not be able to develop and form distinguishable qualities that would result in its relations with others, community, and ultimately, society.
Chapter 18:
1. According to Heth, are there greater differences or similarities across cultures in the relationship between parent-child closeness and adolescent behavior?
According to Heth, there are greater similarities across cultures in the relationship between parent-child closeness and adolescent behavior. Regardless of culture, a close parent-child relationship will universally produces a better adjusted person. The presence of a good familial relationship led to less drug and alcohol consumption among white American, Hispanic, and Canadian adolescents. Studies also prove that a better psychological well being is present in youths with active parental involvement in Hong Kong, Iran, and Puerto Rico.
2. What are some of the factors that contribute to the problematic behavior of adolescents both cross-culturally and within subcultures in the US?
As discussed in this chapter, a lack of parental involvement and closeness in a person's life can lead to the problematic behavior of adolescents both cross culturally and within subcultures in the US. Without exception, people benefit from increased parental bonds in a healthy and rewarding setting.
3. What does Heath mean by “parental involvement?” What other variables might also have an impact on parent-child relationships that are not discussed in this selection?
By “parental involvement,” Heath means a trusting, healthy, and close relationship between one and their parental figures. There are many factors not discussed in this chapter that might have an impact on parent-child relationships, these factors include: divorce, death of a sibling, mental illness, drug use, separation, or parental ambivalence.
Chapter 20:
1. How does the “presentation of self” contribute to a definition of a situation in the minds of participant? How does this definition change over time?
The presentation of self contributes to a definition of a situation in the minds of a participant because one's presentation will set the impression of the situation. If one presents as tough, they can prevent others as seeing them as weak or easy-going in a situation, similarly, if one presents as easy-going, people might take advantage of them. This definition changes over time because once someone’s first impression is set and they have “gotten off on the right foot,” they can lighten up on their exterior persona without fear. “You can’t ever let them get the upper hand on you or you’re through. So I start out tough. The first day I get a new class in, I let them know who’s boss....You’ve got to start off tough, then you can ease up as you go along. If you start out easy-going, when you try to get tough, they'll just look at you and laugh.” (pg. 99)
2. Apply Goffman’s approach to the classroom. What are the typical elements of the instructor's presentation of self? A student's presentation of self?
Like quoted above, a teacher's presentation of self should begin tough, then, fade to a more approachable self. In the beginning, a teacher needs to present as being strict, not a pushover. They need to let their students know that they cannot be taken advantage of, and if the students are acting unruly, they have the power to discipline. At the beginning of the year, a student's first impression should be that they are a hard worker that is going to earn a high grade in a class. This can be achieved by the student arriving prepared and ontime, by them being dressed professionally and presenting themselves as someone who wants to learn, and by asking questions and turning in all work when required. Then over time, once the teacher trusts that the student is well rounded and works well, they can find appropriate leeway at particular times.
3. Can we evaluate the validity of people’s presentations? How?
Yes, we can evaluate the validity of people's presentations. It is often said that you are what you pretend to be, so, be careful what you pretend to be. It should not be overlooked that any projected character also has a distinctive moral character, meaning, that when an individual projects certain social characteristics, they should be what they claim to be. We can evaluate the validity of people’s presentations by understanding that there is always some truth to them, but remembering that that truth is often amplified.
Chapter 30:
1. Describe the major elements of what Anderson calls “the code of the streets.” How does this “code” oppose mainstream values?
The code of the streets is a cultural adaptation to a profound lack of faith in the police and judicial system. In this code, the police are seen as representing the white oppressors who don't care about inner city kids. This code, based on police ignorance and lack of response, emerges when personal responsibility for the safety of one’s self is felt. The “code” opposes mainstream values because it is commonly accepted (mostly among the white upper and upper middle class) and considered to be a societal norm despite being radical and seemingly absurd.
2. How is the code of the streets a product of the disadvantages, social isolation, and racism faced by many inner-city people?
The code of the streets is a product of the disadvantages, social isolation, and racism faced by many inner-city people because those who live in the inner city are often the victims of institutional racism by police. The people living in these inner city areas are considered dispensable because they are black, so, the racist police that are meant to be helping the community let those underprivileged fend for themselves.
3. Why do most inner-city people--even those who are poor--reject the street code?
Most inner city people reject the street code because everyone knows that if the rules of the code are violated, there are penalties, regardless of the individual being street or decent. Despite reluctance, the code is common knowledge and extremely necessary for operating in inner-city areas. So, even decent families who are opposed to the values of the code encourage familiarity with it in order to prevent complications in the inner-city environment.