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role theory.docx

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Department
Anthropology
Course
ANTA01H3
Professor
Mortenser
Semester
Winter

Description
Role Theory  the microsociological theories explain the “give-and-take” relationship between the individual and society  microsociology focuses on the individual’s behaviour in society  symbolic interactionists like Erving Goffman set out to understand individual behaviour in relation to social roles people willingly and unwillingly play in society Social Roles  social roles are expectations attached to particular social positions  all human behaviour is acted—people manipulate their appearance in order to present a specific kid of self, depending on the audience  some positions in society are very clear, while others aren’t (ex: the teacher has many expectations from students, parents, colleagues, and administrators, each of whom have a different expectation; the teacher consolidates all these expectations and acts accordingly  sometimes we play our role willingly, and at other times we do so reluctantly; the most common role we are taught from birth is how to behave according to our gender  gender identify is expected to be enacted throughout an individual’s lifetime—what we believe about gender is internalized from a young age through the family  gender identity is based on accepted norms of masculine and feminine behaviour, as developed by family, society, and portrayed in the media  gender socialization occurs as the child ages—initially, very young children aren’t able to distinguish the differences between masculine and feminine roles; eventually they mature, and develop an understanding about the differences between the sexes  as children grow, the continuously re-examine and make adjustments to their attitude toward both sexes—they eventually come to appreciate the company of the opposite/same sex and see out intimate relationships possibly  gender roles have changed throughout time; economic and cultural globalization as redefined gender roles (especially in the role of the women in society)  in a study, children distinguished between male and female differences on factors of weak/strong and emotional/not-emotional  studies show that children with cross-sex identities (boys who thought o
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