| |
| |
| Preface | |
| |
| |
| Acknowledgments | |
| |
| |
| About the Authors | |
| |
| |
| |
| The Meaning of Symbolic Interactionism | |
| |
| |
| The Origins and Development of Symbolic Interactionism | |
| |
| |
| Pragmatism and Sociology: The Contributions of George Herbert Mead | |
| |
| |
| The Emergence of Symbolic Interactionism | |
| |
| |
| Guiding Assumptions of the Symbolic Interactionist Perspective | |
| |
| |
| How Is Interactionism Relevant and Beneficial to You? | |
| |
| |
| Understanding Yourself and Your Choices | |
| |
| |
| Understanding Joint Action | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| |
| The Interactionist Toolkit: Methods, Strategies, and Relevant Perspectives | |
| |
| |
| Methodological Traditions and Practices | |
| |
| |
| Changing Directions in Interactionist Ethnography | |
| |
| |
| Alternatives to Ethnography: The Iowa School and Conventional Scientific Methods | |
| |
| |
| Related Social Psychological Perspectives | |
| |
| |
| Dramaturgical Theory | |
| |
| |
| Exchange Theory | |
| |
| |
| Social Cognition Theory and Cognitive Sociology | |
| |
| |
| Ethnomethodology | |
| |
| |
| Emerging Voices and Perspectives Within Interactionism | |
| |
| |
| Feminism | |
| |
| |
| Conflict Theory | |
| |
| |
| Postmodernism | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| |
| People As Symbol Makers and Users: Language and the Creation of Reality | |
| |
| |
| Creating and Transforming Reality | |
| |
| |
| Sensation | |
| |
| |
| Conceptualization and Categorization | |
| |
| |
| Symbols, Signs, and Meanings | |
| |
| |
| The Importance of Symbols | |
| |
| |
| Naming "Reality" and Creating Meaningful Objects | |
| |
| |
| Language, Naming, and the Construction of Reality | |
| |
| |
| The Necessity of Language | |
| |
| |
| Language, Naming, and Our Constructions of Others | |
| |
| |
| Language, Naming, and the Construction of 'Inner' Reality: Emotional Experience | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| |
| Socialization: The Creation of Meaning and Identity | |
| |
| |
| Self-Development and the Stages of Socialization | |
| |
| |
| The Preparatory Stage | |
| |
| |
| The Play Stage | |
| |
| |
| The Game Stage | |
| |
| |
| Refinements of Mead's Theory of Socialization and Self-Development | |
| |
| |
| Socialization and the Creation of Gender Identity | |
| |
| |
| Creating Gender Identity in Early Childhood | |
| |
| |
| Re-creating Gender Identity: Preadolescent Culture and Play | |
| |
| |
| Boys and Girls Together: Learning and Maintaining Gender Boundaries | |
| |
| |
| Socialization as an Ongoing Process: Turning Points in Identity | |
| |
| |
| Passage to Adulthood | |
| |
| |
| Turning Points and Epiphanies: The Case of HIV/AIDS | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| |
| The Nature and Significance of the Self | |
| |
| |
| What Is the Self? | |
| |
| |
| The Self as Social Process | |
| |
| |
| The Self as Social Structure | |
| |
| |
| The Self-Concept: Its Structure and Contents | |
| |
| |
| Self-Esteem and Its Sources: Beyond the Looking-Glass Self | |
| |
| |
| The Impact of the Self-Concept | |
| |
| |
| The Self as Dramatic Effect | |
| |
| |
| Staging the Self in Everyday Life | |
| |
| |
| Regions of Self-Presentation | |
| |
| |
| The Self as Situated Identity | |
| |
| |
| Beyond Goffman: The Drama of Self Versus the Experience of Self | |
| |
| |
| The Experience of Self in Postmodern Society | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| |
| Role Taking, Role Making, and the Coordination of Action | |
| |
| |
| Defining Situations and Their Reality | |
| |
| |
| Roles, Role Taking, and Role Making | |
| |
| |
| Role Taking | |
| |
| |
| Role Making | |
| |
| |
| The Coordination of Social Behavior: Aligning Actions | |
| |
| |
| Aligning Actions and Motive Talk | |
| |
| |
| Emotions and the Coordination of Behavior | |
| |
| |
| Emotions and Role Attachments: Role Embracement Versus Role Distance | |
| |
| |
| Power, Constraint, and the Coordination of Behavior | |
| |
| |
| Relationships, Power, and Constraint | |
| |
| |
| The Characteristics of Asymmetrical Relationships | |
| |
| |
| Social Life as a Negotiated Order | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| |
| The Politics of Social Reality: Constructing and Negotiating Deviance | |
| |
| |
| What Is Deviance? | |
| |
| |
| The Absolutist View | |
| |
| |
| The Relativist View | |
| |
| |
| Labeling Theory and the Social Construction of Deviance | |
| |
| |
| The Banning Process: Moral Entrepreneurs and the Making of Deviance | |
| |
| |
| The Detection Process: Seeing Deviance and Deviants | |
| |
| |
| The Attribution Process: Imputing Motives and Negotiating Identities | |
| |
| |
| The Reaction Process: Sanctioning and Its Effects | |
| |
| |
| Challenging and Transforming Deviant Labels: Tertiary Deviance | |
| |
| |
| Limitations and Extensions of Labeling Theory | |
| |
| |
| The Construction of Social Problems | |
| |
| |
| The Media and the Construction of Terrorism | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| |
| Collective Behavior and Social Movements | |
| |
| |
| Collective Behavior | |
| |
| |
| Riots | |
| |
| |
| Rumors | |
| |
| |
| Panics | |
| |
| |
| Social Movements | |
| |
| |
| How Do Social Movements Emerge, and Why Do People Join Them? | |
| |
| |
| Strategies and Bases of Movement Recruitment | |
| |
| |
| Ideology, Identity, and Commitment | |
| |
| |
| Emerging Directions in Interactionist Analysis of Social Movements | |
| |
| |
| Frame Analysis and Alignment | |
| |
| |
| The Culture of Social Movements | |
| |
| |
| Conclusions | |
| |
| |
| Summary | |
| |
| |
| Glossary of Key Terms | |
| |
| |
| Questions for Reflection or Assignment | |
| |
| |
| Suggested Readings for Further Study | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |