ch.9 Flashcards
(37 cards)
possible selves
People’s sense of the different selves they might become under various circumstances and with various courses of action.
Looking-glass self vs Generalized other
Cooley’s term to indicate that we find out about ourselves by observing the way others respond to us in our interactions.
ex. If a student gives a presentation and sees that the audience is engaged and nodding in approval, they might conclude that they are a good speaker and feel a sense of pride.
vs
For Mead, a person’s internalized summary of the ways others have responded to them in social interactions.
ex. When deciding how to behave in a library, an individual understands that the social norm is to be quiet and not disturb others. This understanding comes from the generalized other—the composite of societal expectations.
Baseline self-esteem
A level of positive or negative feelings about the self that is fairly stable over time.
Barometric self-esteem
Temporary changes in positive or negative feelings about the self that occur in response to particular incidents.
Identity crisis
For Erikson, an adolescent’s response to the tension between the need to explore what is unique about oneself and the wish to become someone who will get respect and validation from family, friends, and community.
Psychosocial moratorium
A period in which adolescents are given a degree of freedom to explore their impulses, talents, interests, social roles, and beliefs without fear that minor offences against convention will bring drastic consequences.
ex. Many students take a gap year after high school to travel, work, or volunteer before starting college. This can be seen as a form of psychosocial moratorium, where they explore different paths and learn more about themselves in a relatively low-stakes environment.
Identity foreclosure
A process in which adolescents commit themselves to the identities assigned to them by their parents and community, while shutting off other possible paths of development.
ex.A common scenario might involve a teenager whose parents are both doctors. From an early age, the expectation set by the family is for the child to also become a doctor. The child adopts this identity, focusing their education and extracurricular activities around this goal without considering other potential interests or careers. They might enter medical school and become a doctor, all the while never truly exploring other career paths or personal interests that might have been a better fit.
Identity diffusion
A reluctance or refusal to consider identity issues; also called identity confusion.
ex.An adolescent who has finished high school but has no desire to pursue further education, employment, or any other goals, and shows little interest in exploring options for their future might be experiencing identity diffusion.
Negative identity
Acting in ways that are guaranteed to arouse disapproval, but that also guarantee attention and concern.
ex.An adolescent might adopt a negative identity by engaging in behaviors such as delinquency, opposing academic achievement, or rebelling against cultural or familial values as a form of differentiation from their parents or community.
Identity exploration vs Identity commitment
For Marcia, examining alternatives in a particular area of activity, such as occupation or beliefs and values.
vs
Choosing a belief or course of action and making a personal investment in it.
Identity status
For Marcia, the presence or absence, in different areas of activity, of exploration efforts and commitment.
Ethnocultural identity
An understanding of oneself in terms of one’s ethnic and cultural background.
Code switching
The cognitive and linguistic changes that take place when someone who is bilingual moves from speaking one language to another.
Cultural frame
The attitudes, ways of thinking, and manners of relating to others that are associated with speaking a particular language.
Heteronomous morality
Piaget’s term for the earlier phase of moral development, in which authority figures determine what is right and wrong.
Immanent justice
The belief that wrongdoing is always punished.
Autonomous morality
Piaget’s term for the later phase of moral development, in which rules are seen as changeable and an actor’s intentions are given more weight than the outcome of an action.
Preconventional morality vs Conventional morality
For Kohlberg, a level of judgment in which right and wrong are defined in terms of external punishments and rewards.
vs
For Kohlberg, a level of judgment in which right and wrong are defined in terms of the standards of others, such as parents and society.
Postconventional morality
For Kohlberg, a level of judgment in which right and wrong are defined in terms of internalizing universal principles of ethics and justice.
Justice orientation vs Care orientation
For Gilligan, approaching moral questions with the primary goal of finding fair, objective resolutions to conflicts.
vs
For Gilligan, approaching moral questions with the primary goal of preserving positive relationships among people.
Superego
In Freud’s theory, the structure of personality that incorporates the moral standards of parents and society and enforces them through feelings of guilt.
Induction
A disciplinary approach in which parents explain the effects of an action, stressing how it affected others and its connection to moral values.
A child grabs a toy from a playmate, making the playmate cry. Using induction, a parent might explain, “When you took her toy without asking, it made her feel sad because she was playing with it. How would you feel if someone did that to you? We should treat others as we want to be treated.”
Power assertion
A disciplinary approach in which parents use their dominant position to control the child’s actions.
A child refuses to clean up their toys. Using power assertion, a parent might respond by taking away the child’s favorite toy until they clean up, emphasizing that the parent is in charge and the child must follow orders.
Love withdrawal
A disciplinary approach in which parents threaten the child with a loss of affection or approval.
After a child lies about completing their homework, a parent might say, “I’m really disappointed in you,” and avoid interacting with the child for the rest of the day, showing coldness to signify disapproval.
