Understanding Self-Identity through Social Interaction
Key Sociologists
Charles Cooley
Believed everyone interacts with influences self-identity throughout life.
George Herbert Mead
Suggested that only certain people influence our self-perception during specific life stages.
The nature of this influence changes over time.
Mead's Stages of Self-Development
Infancy and Early Childhood
Infants do not care about others' opinions; view themselves as the focal point of their world.
Lack ability to take on another's perspective.
Similar to Piaget's concept of
egocentrism.
Preparatory Stage
Characterized by imitation of adults.
Children mimic actions (e.g., cooking, cleaning) but lack true interaction.
Play Stage
Children begin to engage in pretend play, taking on roles (e.g., mom, doctor).
They start to understand social relationships and can assume other perspectives.
Transition from simple imitation to creating social interactions.
Game Stage
Understanding of social interactions becomes more complex.
Children recognize societal expectations (the "generalized other").
Awareness that individuals can play multiple roles in society.
Example: A teacher has roles beyond just teaching.
Perceptions and Influences
Children become aware that others have opinions about them, influencing their behavior.
Focus primarily on perceptions of significant others (e.g., parents, teachers, close friends), not everyone they encounter.
Development of "I" and "Me"
Me: Our social self, shaped by how we believe the generalized other sees us.
I: Our individual response to the perceptions of the me.
Example: The "me" understands societal norms (like going from high school to college), while the "I" questions those norms (e.g., considering the value of traveling or working first).
Conclusion
Balance of "I" and "Me": Our actual self is the interplay between social perceptions (the "me") and individual identity (the "I").