2. THE PROCESS BY WHICH PEOPLE ACT AND REACT IN RELATION TO OTHERS
HOW MANY OF YOU LIKE THINGS STRUCTURED? WHY?
HUMANS RELY ON SOCIAL STRUCTURE TO MAKE SENSE OUT OF SITUATIONS
SOCIAL STRUCTURE
RELATIVE STABLE PATTERNS OF SOCIAL BEHAVIOR
THESE PATTERNS MAKE THE SOCIAL WORLD UNDERSTANDABLE AND HELP GUIDE SOCIAL BEHAVIOR
LET’S BREAK THESE PATTERNS DOWN... 2 2 2 1 1 1

3. EFFECTS OF SOCIAL ISOLATION ON NONHUMAN PRIMATES
RHESUS MONKEYS
CONCLUSIONS
COMPLETE ISOLATION FOR 6 MONTHS
PASSIVE, ANXIOUS, FEARFUL WHEN RETURNED
PROVIDED A ARTIFICIAL MOTHER
EMOTIONALLY DAMAGEDWHEN RETURNED
PROVIDED ARTIFICIAL MONKEY COVERED IN CLOTH (CLUNG TO MOTHER)
SHOWED LITTLE EMOTIONAL DISTRESS
ADULTS MUST ALSO CRADLE CHILDREN SO THEY DEVELOP EMOTIONALLY
IF OTHER MONKEYS AROUND, ABSENCE OF THE MOTHER WAS NOT SEVERE
LACK OF SOCIAL EXPERIENCE, RATHER THAN THE ABSENCE OF THE PARENT WAS EMOTIONALLY DAMAGING
SHORTER PERIODS OF SOCIAL ISOLATION CAUSED ONLY TEMPORARY DISTRESS
LONG-TERM ISOLATION CAUSES IRREVERSIBLE EMOTIONAL AND BEHAVIORAL DAMAGE
HARRY & MARGARET HARLOW

4. Psychologist John B. Watson
BEHAVIORISM:
BEHAVIOR IS NOT INSTINCTIVE BUT LEARNED
PEOPLE ARE EQUALLY HUMAN, DIFFERING ONLY IN THEIR CULTURAL PATTERNS
HUMAN BEHAVIOR IS ROOTED IN NURTURE NOT NATURE
REALIZING INHERITED POTENTIAL DEPENDS ON HAVING AN OPPORTUNITY TO DEVELOP IT
A CHILD’S BRAIN MUST BE STIMULATED EARLY IN LIFE OR IT DOES NOT FULLY DEVELOP
NURTURE IS OUR NATURE

5. EFFECTS OF SOCIAL ISOLATION ON CHILDREN
ANNA
ISABELLE
NATURE OR NURTURE
BORN TO AN UNMARRIED AND MENTALLY IMPAIRED WOMAN WHO LIVED WITH HER FATHER
LOCKED HER DAUGHTER AWAY FOR 5 YEARS IN A STORAGE ROOM WITH HER HANDS TIED
ANNA HAD NO SOCIAL EXPERIENCE FOR 5 YEARS
NO THOUGHTS, EMOTIONS, OR MEANINGFUL BEHAVIOR HAD DEVELOPED (NO PERSONALITY)
AT AGE EIGHT HER MENTAL AND SOCIAL DEVELOPMENT WAS LESS THAN A 2 YEAR OLD
AT 10 SHE USED WORDS BUT THEN DIED
SOCIAL ISOLATION LEFT HER PERMANENTLY DAMAGED
BORN TO A DEAF-MUTE MOTHER THAT SPENT TIME WITH HER IN A DARK ROOM
LOCKED AWAY FOR 6 YEARS BUT THE MOTHER WAS PHYSICALLY WITH HER
PSYCHOLOGISTS HAD HER TRYING TO TALK IN A WEEK AND 1 1/2 YEARS LATER HAD A VOCAB OF 2000 WORDS
LEARNED IN TWO YEARS WHAT MOST LEARN IN SIX
BY 14 SHE WAS IN THE 6TH GRADE
ETHNOMETHODOLOGY

6. SOCIAL EXPERIENCE IS CRUCIAL IN PERSONALITY DEVELOPMENT
GENIE
SOCIAL EXPERIENCE IS CRUCIAL IN PERSONALITY DEVELOPMENT
GIRL LOCKED AWAY AT 2 AND DISCOVERED AT THE AGE OF 13
TIED NAKED TO A POTTY CHAIR IN A DARK GARAGE
AT NIGHT PLACED IN A STRAITJACKET
SHE COULD NOT WALK, CHEW FOOD, SPEAK, OR CONTROL HER BLADDER
HAD THE MENTAL DEVELOPMENT OF A 1 YEAR OLD
TODAY, SHE ONLY HAS THE LANGUAGE ABILITY OF A YOUNG CHILD

7. A RECOGNIZED SOCIAL POSITION THAT AN INDIVIDUAL OCCUPIES
CAN BE THOUGHT OF AS A LABEL
EVERY STATUS INVOLVES PARTICULAR DUTIES, RIGHTS AND EXPECTATIONS
STATUSES CONNECT US TO OTHERS
IN SHORT, A STATUS DEFINES WHO AND WHAT WE ARE IN RELATION TO OTHERS 3 3 3 2 2 2

8. ALL THE STATUSES A PERSON HOLDS AT A GIVEN TIME
STATUS SET
ALL THE STATUSES A PERSON HOLDS AT A GIVEN TIME
JOINING AN ORGANIZATION OR QUITTING AN ORGANIZATION ADDS OR DELETES TO OUR STATUS SET
EXAMPLES:
MOTHER
BUSINESS WOMEN
SISTER
DAUGHTER
WIFE
STATUS/ROLE ACTIVITY

9. HOW STATUSES ARE OBTAINED
TYPE OF STATUS
ASCRIBED: INVOLUNTARY POSITIONS RECEIVED AT BIRTH OR ASSUMED INVOLUNTARILY LATER IN LIFE
GENDER AND EVEN RELIGION
ACHIEVED: VOLUNTARY POSITIONS THAT REFLECT PERSONAL ABILITY AND EFFORT
DROP OUT, UNEMPLOYMENT, DOCTOR
OFTEN THE TWO TYPES WORK TOGETHER. WHAT WE ARE ASCRIBED OFTEN HELPS US ACHIEVE OTHER STATUSES
EXAMPLE: HOW MIGHT A HIGH (OR LOW) ECONOMIC STATUS HELP PEOPLE “ACHIEVE” OTHER STATUSES AS THEY GO THROUGH LIFE?
DOCTOR, KENNEDY, PRESIDENT
HEY! I WORKED
HARD TO ACHIEVE
THIS STATUS IN LIFE!
I HAD AN ADVANTAGE! 3 3

10. THE STATUS THAT SEEMS TO DEFINE A PERSON
ALSO, A PERSON’S “MASTER STATUS” CAN EITHER WORK IN FAVOR OR AGAINST A PERSON.
POSITIVES
KENNEDY
DOCTOR
NEGATIVES
AIDS
CRIMINAL 4 4

11. DINNER FOR ONE!
MY BEST FRIEND! 5 5

12. ...THE BEHAVIOR EXPECTED OF SOMEONE WHO FILLS A PARTICULAR STATUS
A PERSON’S ROLE IN ANY STATUS IS A SET OF EXPECTATIONS FOR BEHAVIOR
ROLE SET
A NUMBER OF ROLES ATTACHED TO A SINGLE STATUS
DISCIPLINARIAN
SPORTS AUTHORITY
DIETITIAN
BUSINESSWOMAN
CAREGIVER
DR. MOM
KITCHEN QUEEN
PRETTY MOM
ROBERT MERTON 4 4 4 6 6 6

14. ROLES DEMAND A PERSON’S TIME AND ENERGY
ROLE CONFLICT
INCOMPATIBILITY AMONG ROLES WITH TWO OR MORE STATUSES
EXAMPLE: CONFLICT BETWEEN ROLE EXPECTATIONS OF A POLICE OFFICER WHO CATCHES HER OWN SON USING DRUGS AT HOME
Boyfriend/girlfriend issues
ROLE STRAIN
INCOMPATIBILITY AMONG ROLES CORRESPONDING TO A SINGLE STATUS
EXAMPLE: MANAGER WHO TRIES TO BALANCE CONCERN FOR WORKERS WITH TASK REQUIREMENTS
COMPARTMENTALIZING 7 7

15. LEAVING ROLES BEHIND ROLE EXIT - BECOMING AN “EX”
DISENGAGING FROM SOCIAL ROLES
VERY TRAUMATIC IF NOT PROPERLY PREPARED
PROCESS OF BECOMING AN “EX”
INITIATE CRITICAL ANALYSIS OF CURRENT LIFE
RAISE DOUBTS ABOUT WILLINGNESS OR ABILITY TO CONTINUE WITH A CERTAIN ROLE
EXAMINATION OF NEW ROLE POSSIBILITIES LEADS TO A TURNING POINT AT WHICH TIME ONE DECIDES TO PURSUE A NEW LIFE
CHALLENGE OF LEARNING NEW EXPECTATIONS ASSOCIATED WITH NEW ROLE
EXAMPLE: GOING THROUGH A MID-LIFE CRISIS!
EXAMPLES: DIVORCE AND DATING AGAIN
“EXES” CARRY ON A SELF-IMAGE SHAPED BY AN EARLIER ROLE, WHICH CAN INTERFERE WITH BUILDING A NEW SENSE OF SELF
I WON’T LET IT HAPPEN TO ME AGAIN! 8 8

16. STATUSES AND ROLES HELP US AS WE GO ABOUT CONSTRUCTING REALITY
SOCIAL CONSTRUCTION OF REALITY
THE PROCESS BY WHICH PEOPLE CREATIVELY SHAPE REALITY THROUGH SYMBOLIC INTERACTION
WE PRESENT OURSELVES IN TERMS THAT SUIT THE SETTING AND OUR PURPOSE
TELLS PERSON WHAT OTHER INDIVIDUAL IS LIKE
PERSON FALLS INTO RECOGNIZABLE SOCIAL CATEGORY
TELLS WHAT WE CAN EXPECT IN TERMS OF BEHAVIOR FROM THE INDIVIDUAL
GRANDFATHER=KIND, JUDGE=DIGNIFIED, TEACHER=PROFESSIONAL
HELPS US KNOW HOW WE ARE EXPECTED TO BEHAVE TOWARDS OTHERS
SYMBOLS IN MILITARY REPRESENT RANK, SO OTHERS KNOW HOW TO ACT
WE LISTEN OR LOOK FOR CLUES TO TELL US HOW TO RELATE TO PEOPLE
HELLO, I’M GREGG SCHMIDT, MR. SCHMIDT, DR. SCHMIDT, SENATOR SCHMIDT
STATUS LABELS HELP FORM A SOCIAL CONSTRUCTION OF REALITY 5 5 5 9 9 9

17. LEONARD BICKMAN LOOKS CAN BE A STATUS/LABEL
WILL DRESS AFFECT HOW PEOPLE RESPOND TO YOU?
A DIME WAS LEFT IN A PHONEBOOTH
WHEN FOUND, A WELL DRESSED OR A POORLY DRESSED PERSON APPROACHED THE INDIVIDUAL
WELL-DRESSED PERSON WAS GIVEN THE DIME 77% OF THE TIME
POORLY-DRESSED PERSON WAS GIVEN THE DIME 38% OF THE TIME

18. TWO OR MORE PEOPLE WHO IDENTIFY AND INTERACT WITH ONE ANOTHER
SOCIAL GROUPS
TWO OR MORE PEOPLE WHO IDENTIFY AND INTERACT WITH ONE ANOTHER
PRIMARY GROUP (PERSONAL ORIENTATION)
SMALL SOCIAL GROUP WHOSE MEMBERS SHARE PERSONAL AND ENDURING RELATIONSHIPS
THE FIRST GROUP WE EXPERIENCE IN LIFE (SOCIALIZATION)
EACH PERSON IS UNIQUE AND IRREPLACEABLE
SECONDARY GROUP (GOAL ORIENTATION)
LARGE AND IMPERSONAL SOCIAL GROUP WHOSE MEMBERS PURSUE A SPECIFIC INTEREST OR ACTIVITY
WE ARE ALWAYS AWARE OF WHAT WE OFFER OTHERS AND WHAT WE RECEIVE IN RETURN
HOW ARE YOU? DO WE REALLY CARE?
CAN SECONDARY GROUP NORMS BE VIOLATED?
HOW DO YOU ENSURE THAT YOU WILL BE A MEMBER OF A PRIMARY GROUP?
CONFORMITY!

19. HOW DO WE MAKE SENSE OF COUNTLESS FAMILIAR SITUATIONS?
LANGUAGE AND BEHAVIOR REST UPON DEEPER ASSUMPTIONS ABOUT THE WORLD WE LIVE IN
ETHNOMETHODOLOGY
A PROCESS THROUGH WHICH WE “BREAK THE RULES” IN ORDER TO SEE HOW PERSONS BUILD THEIR REALITIES
BY OBSERVING REACTIONS TO SITUATIONS IN WHICH PEOPLE “BREAK WITH EXPECTED NORMS,” ONE CAN BEGIN UNDERSTANDING THE UNDERLYING ASSUMPTIONS
HOW “REALITY IS CONSTRUCTED”
TRY THIS AT HOME OR ON FRIENDS
HOW ARE YOU? DO I REALLY WANT TO KNOW?
HOW DO YOU MAKE
SENSE OF THIS?
HAROLD GARFINKEL

20. EXAMINING SOCIAL INTERACTION IN TERMS OF THEATRICAL PERFORMANCES
PRESENTATION OF SELF
IMPRESSION MANAGEMENT
WE ENHANCE OUR PERFORMANCE
ROLE PERFORMANCE
COSTUME=DRESS
PROPS=OBJECTS CARRIED ALONG
MANNER=TONE OF VOICE & GESTURES
STAGE=PERFORMANCE CRAFTED ACCORDING TO SETTING
EXAMPLE:
GOING TO THE DOCTOR AND PLAYING THE SICK ROLE AS EXPECTED
JOKE LOUDLY IN A BAR AND DOING THE REVERSE IN CHURCH 6 6 6 10 10 10

21. DECEPTIVE PERFORMANCES DETECTING LIES WITHIN PERFORMANCES
PAUL EKMAN
USING WORDS
SIMPLE SLIPS OF THE TONGUE
QUALITY OF SPEECH (VOICE)
HINTS OF DISCOMFORT: PAUSES, STUMBLING
TREMBLING OR SHAKY VOICE
BODY LANGUAGE
SUDDEN SWALLOWING, RAPID BREATHING, AND TRYING TO “FAKE IT” OFTEN PROVIDE CLUES TO DECEPTION: NERVOUSNESS
FACIAL EXPRESSIONS
RAISING AND DRAWING TOGETHER OF THE EYEBROWS (AN INVOLUNTARY MOVEMENT) INDICATES FEAR OR WORRY
DECEPTIONS IN COMMUNICATING 11

23. GENDER AND PERSONAL PERFORMANCE
DEMEANOR
WOMEN GENERALLY OCCUPY POSITIONS OF LESSER POWER (POWERFUL PEOPLE ENJOY MORE FREEDOM
ABOUT HALF OF ALL WORKING WOMEN IN THE U.S. HOLD CLERICAL OR SERVICE JOBS THAT PLACE THEM UNDER THE CONTROL OF MEN
WOMEN MUST CRAFT THEIR PERSONAL PERFORMANCE
PERSONAL SPACE: THE SURROUNDING AREA WHICH A PERSON MAKES SOME CLAIM TO PRIVACY
FEMININITY MEASURED BY HOW LITTLE SPACE WOMEN OCCUPY (DAINTINESS)
MASCULINITY MEASURED BY HOW MUCH TERRITORY A MAN CONTROLS (TURF) – muscular men considered more attractive
MEN INTRUDE INTO WOMEN’S PERSONAL SPACE, BUT IF A WOMEN INTRUDES INTO MEN’S PERSONALL SPACE IT’S SEEN AS SEXUAL
STARING
WOMEN EMPLOY EYE CONTACT TO SUSTAIN CONVERSATION
WOMEN WORK HARDER AT SUSTAINING EYE CONTACT
WHEN MEN STARE THEY ARE CLAIMING SOCIAL DOMINANCE (OBJECT)
SMILING
WOMEN SMILE MORE THAN MEN, WHICH CAN BECOME A NERVOUS HABIT (INDICATES SUBMISSION OR MAKING PEACE)
TOUCHING
GENERALLY TOUCHING IS SOMETHING MEN DO TO WOMEN
ALTHOUGH SUBTLE, IT DEMONSTRATES MALE DOMINANCE

24. GENDER AND LANGUAGE LANGUAGE CONTROL VALUES ATTENTION
CONVEYS MEANING ON MORE THAN ONE LEVEL OF UNDERSTANDING
CONTROL
FEMALE PRONOUNS AND OWNERSHIP
WOMEN OFTEN ADOPT THE HUSBAND’S NAME
MOTORCYCLE=SHE’S A BEAUTY
VALUES
TRADITIONALLY FEMININE TERMS ARE MORE LIKELY TO CHANGE TO NEGATIVE MEANINGS THAN THEIR MASCULINE COUNTERPARTS
ATTENTION
CHOOSING THE “HE” WORD TO REPRESENT “ALL” PERSONS

25. UNCONVENTIONAL REALITY CAN BE HUMOROUS
AND PROVIDES US WITH AN EXAMPLE OF THE IMPORTANCE OF SOCIAL INTERACTION 11 13 13

26. USE OF HUMOR IN INTERACTION
HUMOR IS UNCONVENTIONAL SINCE IT REPRESENTS A VIOLATION OF CULTURAL PATTERNS
“NOT GETTING IT” MEANS THAT A PERSON DOES NOT UNDERSTAND THE CONVENTIONAL AND UNCONVENTIONAL REALITIES EMBEDDED IN THE JOKE
HUMOR IS TIED TO A COMMON CULTURE AND DOES NOT TRANSLATE EASILY
HUMOR ACTS AS A SAFETY VALVE SINCE IT OFTEN DEALS WITH “HOT BUTTON” (EVEN DANGEROUS) ISSUES
IF HUMOR CAN LIBERATE, IT CAN ALSO OPPRESS, AS IT DOES WITH JOKES ABOUT RACE, SEX, GENDER, AND THE DISABLED 12