Socialization into Yourself PDF

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Running Head: SOCIALIZATION INTO YOURSELF

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While some individuals have helped shaped my identity and my sense of self, I can’t think of any person who has so much that my grandfather. He has been one who has moulded me into the person I have become. Although his absence has been more prolonged than I remember having him with, he has always been my encouragement to keep going. I reflect on the times we spent, the late-night talks, and the short life that I had the pleasure to know him as a friend, provider, and grandfather. The insights in which he provided me has continuously reminded me what made him so strong in my eyes and remains the significant role in shaping who I am. According to a theory by Mead & Cooley (2011), they stated that the engagement of one’s internal self-evaluation is based upon the ideas in which we expect of ourselves (O’Brien, 2011). In theory by Cooley (2011), the method of ‘The Looking Glass’ Cooley presents to individuals that the perceived judgement of those around us can be more prevalent and significant in our lives. Such evidence can find in character, differences, emotions, and feelings of one’s self (Scheff, 2005). There are times that I find it hard to separate the generalized other, as to how people think of me compared to the feelings of what I have about myself, but it is easier to utilize the generalization of others to evaluate myself. This term is stated to be an internalized social expectation. According to O’Brian (2010), such images and ideas in which one constructs within their minds about the behaviors and representations of oneself are based on the values of the culture. What my grandfather values in me wasn’t quantifiable. He valued my wit, compassion, resiliency, and gave me the power I needed to garner in the life of just merely being proud and acknowledging me. However, when I conduct internal self-reflections of myself, I begin by quantifying the success I have achieved, thus sometimes bringing challenges to myself. This leaves me with a feeling of rawness because yet, I have not attained my degree, I have no set-in-

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stone career, I am not yet married, and I have not been in the position to purchase my own home yet. This leaves me feeling a bit disappointed by those around me. Sometimes these internal reflections leave me forgetting that I am a male working full-time, currently taking my studies to achieve that degree, and on my way of owning my first home to redeem those qualities and needs I want in my life. According to Styker (2012), he proposed that the sociological approach to one’s self-identity is based upon the assumptions of their existence, of their relationships that they have built with themselves and society whereas such self-influences have pivotal in creating socialization groups, networks, and institutions. Likewise, societal influences of one’s self can become engages with the meaning of those social interactions while enabling the person to reflect upon their objectives (Merolle et al., 2012). My academic performance in school has constructed my self-identity. Achieving the ability to identify with those of discipline provided me with a sense of satisfaction. This satisfaction occurred both academically and psychologically, given that learning requires much diligence and obedience in oneself. The qualities in which I have developed as a student become widely associated with those of discipline. At the beginning of my high-school years, I saw myself as an extrovert. I was super popular with the other high-school students and a very higher achiever. Having friends was the most enjoyable until I began accentuating those social interactions with relationships. Research has appeared to be a high accomplishment in class does less incorporate contemplate anteroom disconnection and unpalatability, like this understudy apparent as high accomplishing are likewise notable. Considering this acknowledgment, it may be combat that high savvy accomplishment isn't moving toward the inescapability of an

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understudy and the pleasantness of an understudy may exhibit that solid social aptitudes add to high instructive achievement necessarily like my case ((Merolle et al., 2012). Francis, Skelton and Read (2010) show in their examination that invitingness of understudy's results to extended components of assurance for young fellows and young men paying little notice to their social class, pointing out that high performing understudies are every now and again exceedingly aware of their high academic achievement and this achievement care diversion plots the possibility of ability. I had the choice to surpass desires educationally considering the way that I approved of my evident high insightful limit and I never barely cared about my achievement in association with my colleagues, not at all like what most men do. Being unmistakably aware of my validness, I made sense of how to manufacture my distinction reliant on my authenticity factors, for instance, invitingness, pleasantry and astuteness. I was adequately busy with class work and locked in, completing all assignments, even in testing conditions. Additionally, I was an active part in class and was always arranged to execute given errands during classes. Given the teachers I have encountered, they have added value to the performance in which I was capable of, and this helped build my attitude. The conversations and actions in which I frequently presented had dominated my years in high-school have continued to be prevalent in my college years. Sometimes I found myself being loud, assertive, and sometimes at the center of what was going on with my surroundings and environment. Unlike not being a low achiever, in college, I have become less popular. Given the online environment, there is not as much socialization in my life with peers on the outside of weekly discussions. However, I still have confidence in myself, I am still handsome, and I wear fashionable clothes that have contributed to the external reflections of myself. My physical attractiveness has significantly committed to balancing out the differences

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among my high-school years and my college years. Such external constructs have also balanced my popularity with peers on the outside of school while increasing my potentials for remaining a high academic achiever. As Skelton & Read (2010) has contributed to their theories, physical appearance facilitates as well as contributed to sociability, academic excellence, and confidence. The performance qualities I have about myself can be described with the self-categorization theory in which others perceive me to be on a group level. Those identities vary on levels of selfcategorization with a more distinct level opposing the social identity theory. Employing such approach in my self-concept and reflection has allowed me to have extensive ranges of identities in which are based on the context of convenience so that my achievement has opened doors to an infinite variety based on desired objectives and targeted successfulness. To conclude, humans are social beings and need others to be coexistent in society. Facts supported by the existence of social theories concerning identity has explained many personal, interpersonal, and group relations that one has in their life. As a young child, teenager, and now an adult, these social theories have helped me identify the constructs of my relations and identity. While giving me the advantage to manage a balance by the differences in categorizations of my socializing. While a few people have helped form my personality and my feeling of self, I can't think about any individual who has such a significant amount than my granddad. He has the been one who has shaped me into the individual I have progressed toward becoming. Although his nonappearance has been longer than I had him with, he has dependably been my support to continue onward. I ponder the occasions we spent, the late-night talks, and the short life that I had the joy to know him as a companion, supplier, and grandfather.

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References Francis, B., Skelton, C., & Read, B. (2010). The simultaneous production of educational achievement and popularity: How do some pupils accomplish it? British Educational Research Journal, 36(2), 317-340. Merolla, D. M., Serpe, R. T., Stryker, S., & Schultz, P. W. (2012). Structural precursors to identity processes: The role of proximate social structures. Social Psychology Quarterly, 75(2), 149-172. O’Brien, J., (2010). Learning the Script: Socialization. The Production of Reality: Essays and Readings on Social Interaction, 174. O’Brien, J., (2011). Who Am I? Developing Character. The Production of Reality, 108-119. Scheff, T. J., (2005). Looking‐ Glass self: Goffman as symbolic interactionist. Symbolic Interaction, 28(2), 147-166.

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