Assignment

Due Date: Friday, September 3rd, 2021

Activity Two Week Three

Directions

Before starting this assignment, you are expected to have reviewed the lecture material and

watched the supplementary videos. The purpose of this activity is to give you exposure to skills

and information that will enhance your understanding of symbolic interactionist concepts.

For this activity, you will watch each movie clip and answer the corresponding questions. To

give you a more concise overview of symbolic interactionism, there is an overview of symbolic

interactionism and meaning below. Please read the background overview before completing

the assignment. After reviewing the lecture material, watching the supplementary materials,

and reading the below overview, please answer the ten questions below each movie clip.

Once you have finished, please submit it by 11:59 PM.

Specifications

● Top right of page: name ONLY ● Number your responses ● Do not include the questions in your answers document ● Must be at least 2.5 pages total ● Double-spaced ● 12 pt. Times New Roman ● MS Word document ● Submit to Canvas dropbox for Activity 2

I. Background Symbolic interactionism is a framework that views social interactions as the basis for the co-construction of meaning by participants involved in social interaction. These co-constructed meanings influence the process of the interaction itself, as well as future interactions. In this framework, individuals take meaning from social institutions, culture, language, and previous interactions to inform future interactions. These micro-level interactions, in turn, influence macro-level patterns of social interaction.

The basic tenets of symbolic interaction include: (a) individuals act based on the meanings objects have for them; (b) interaction occurs within a particular social and cultural context in which physical and social objects (persons), as well as situations, must be defined or categorized based on individual meanings; (c) meanings emerge from interactions with other individuals and with society; and (d) meanings are continuously created and recreated through interpreting processes during interaction with others.

As we learn of others’ subjective interpretations, our own interpretations are influenced and shaped by theirs. As we interact with others, we gain insight into the identities and experiences that have shaped their perceptions, as vice versa. Shared interpretations can reveal common experiences, group memberships, and shared beliefs, as well as revealing differences in experiences, group memberships, and beliefs. By engaging in these interactions, we are exposed to the unique perspectives of others, which allows us to better recognize how these similarities and differences shape and are shaped by each person’s subjective experience of the world as social beings and members of society.

Symbols convey meaning. Objects and people are symbolic for different meanings to different people. The meanings associated with different symbols extend beyond descriptive characteristics. For example, you could choose a symbol like fireworks and describe them as “bright,” “loud,” or even “dangerous.” While these descriptors are all reasonable and appropriate, they are not necessarily what social psychologists would consider as meaning. These characteristics are influenced by the subjective meaning the symbol holds for each person. Instead, how a symbol is described is influenced by experiences with that object and interactions with others. For example, if you have fond memories of going to the lake, cook-outs, family reunions, or other special events followed by fireworks on the Fourth of July, you might describe fireworks as “loud” and “beautiful,” as well as associating them with summer, childhood, family and friends, barefeet in green grass, mosquitos and lightning bugs, delicious food, and sitting on the tailgate. Alternatively, if you have a young child, those meanings might change a bit as you have come to associate such events with loud sounds and late nights that can be scary and disruptive for a young child. Additionally, if you heavily associate fireworks with the holiday, the meanings associated with fireworks may be more focused on independence, liberty,

patriotism, military service, and other symbols of the United States. Therefore, terms that describe fireworks as “comforting,” “celebratory,” “entertaining,” “joyous,” or “festive” would more accurately reflect meanings.

It is important to keep in mind that both positive and negative meanings can be attached to the same items, ideas, or actions (e.g., money, hugs, silence, or fire). Additionally, we are exposed to a lot of information, and information does not necessarily create meaning. Factors such as ethnicity, culture, social class, and personal history influence how we focus our attention and filter information. Our membership in different groups (e.g., race, ethnicity, class, gender, religion, etc.) influences our interactions and the meaning-making process. Moreover, our interactions shape the number and nature of the roles we fill (e.g., parent, daughter, friend, boss, doctor, teacher, class clown, etc.), and these roles reflect other social dynamics, such as power and status.

Cooley’s concept of the “looking-glass self” describes an individual’s (a) awareness that another person has a particular perception of him/her; (b) interpretation of the other person’s perception; and (c) considerations of her/his self-perception. From this perspective, the self emerges through interaction with others.

Moreover, all forms of verbal and nonverbal communications that occur during the interaction are considered “interactions.” For example, some people may respond to some of these items based on their familiarity with the symbols, as well as their previous and current life experiences. Individuals may have interacted in ways that defied or replicated traditional norms about issues such as gender or other social group statuses. For example, if Jane’s boss asked her why she is less productive than usual, she might alter her response based on the gender of her boss. If her boss is a woman, she may share more intimate details of her personal life that are affecting her job performance, because traditional gender norms suggest that women are typically more empathetic. Alternatively, if her boss is a man, she may instead share specific strategies she is implementing to improve her job performance, because traditional gender norms suggest that men are typically more solution-focused than process-focused.

Finally, the entire symbolic interactionist process occurs within a specific social context. There are basic parameters of context, such as the physical space, the meaning associated with that space (e.g., home, work, restaurant, etc.), the physical and social limitations of context, the people present, the day and time of day (e.g., after work, before bed, trash day, etc.), and your relationship to them. All of these elements of context influence the interaction.

II. Assignment THE HUNGER GAMES

Clips: The first reaping & the second reaping

1. Individuals act based on the meanings objects/people have for them. Based on how Effie behaves, how had the meanings associated with the reaping changed from the first clip to the second clip? Why? Consider how meanings change according to social and cultural context, from interactions with individuals, and from interactions with society.

2. In the first clip, it is clear that Effie believes it is an honor to represent your district in the Hunger Games. By the second clip, what factors may have influenced her view of being a ‘tribute’ in the Hunger Games?

MEAN GIRLS

Clip: Body image scene

3. Meanings are continuously created and recreated through interpreting processes during interaction with others. Considering Cady had only recently begun public schooling in the United States, how might the meanings associated with body image change according to the social and cultural context? What social and cultural factors have influenced “the Plastics’” view of body image?

4. In what ways did “the Plastics” communicate these meanings to Cady (e.g., language, body language, gestures, eye contact, facial expressions, etc.)?

GOOD WILL HUNTING

Clip: “My boy's wicked smart.”

5. The blonde man approaches Ben Affleck’s character and asks him a series of questions demonstrating his skepticism that he had been in a class with the young woman. What are some of the indicators signaling to the blonde man that Ben Affleck’s character was likely not a student at Harvard?

6. Although both men are claiming to be students at Harvard, it is assumed that the audience recognizes that the blonde man actually is a student at Harvard. What indicators signal to you that the blonde man is, in fact, a student at Harvard? Why do these indicators convey that meaning?

MY GIRL

Clip: “Do you think I’m pretty?”

Cooley’s concept of the “looking-glass self” describes an individual’s (a) awareness that another person has a particular perception of him/her; (b) interpretation of the other person’s perception; and (c) considerations of her/his self-perception.

7. Vada asks Shelly if she thinks she is pretty. When Shelly says, “yes, Vada, I think you’re very pretty,” Vada suggests that the boys at school don’t think so. How might this interaction influence Vada’s self-perception? Are there any verbal or non-verbal cues that signal that this interaction has influenced Vada’s self-perception?

8. When Vada goes outside to sit with Thomas J, he asks if her lip is bleeding and if there’s something wrong with her eyes. How does Vada’s subjective interpretation of makeup change from the beginning of the scene to the end? Why? How do you know her perception has changed? How do the meanings Vada associates with makeup compare to the meanings Thomas J associates with makeup? Why might their subjective interpretations differ?

THE KARATE KID “EVERYTHING IS KUNG FU”

Clip: “Everything is Kung Fu”

9. Individuals act based on the meanings objects have for them. What meanings did Dre initially associate with putting on a jacket and how did these meanings change through his interactions with Mr. Han? In what ways did Mr. Han communicate this information to Dre (e.g., language, behavior, facial expressions, etc.)?

10. Describe how these meanings are continuously created and recreated throughout their interaction in this scene.