Social Self Theory

By - George Mead
Prepared by Dr. Neha Goyal
 Social Self Theory
 The social self theory, proposed by American psychologist, George Herbert Mead, argues
that an individual's perceptions of self derive from interactions with others.
 Mead's work focuses on the way in which the self is developed.
 Mead's theory of the social self is based on the perspective that the self emerges from
social interactions, such as observing and interacting with others, responding to others'
opinions about oneself, and internalizing external opinions and internal feelings about
oneself.
 The social aspect of self is an important distinction because other sociologists and
psychologists of Mead's time felt that the self was based on biological factors and
inherited traits.
 According to Mead, the self is not there from birth, but it is developed over time from
social experiences and activities.
 This process is characterized by Mead as the “I” and the “me. ”
 Key Concepts
 For Mead, existence in a community comes before individual consciousness.
 One must participate in the different social positions within society and only subsequently
can one use that experience to take the perspective of others and thus become self-
conscious.
 Primary Socialization occurs when a child learns the attitudes, values, and actions
appropriate to individuals as members of a particular culture.
 Secondary socialization refers to the process of learning the appropriate behavior as a
member of a smaller group within the larger society.
 Group socialization is the theory that an individual’s peer groups, rather than parental
figures, influences his or her personality and behavior in adulthood.
 Organizational socialization is the process whereby an employee learns the knowledge and
skills necessary to assume his or her organizational role.
 Two Sides of Self: Me & I
 The 'me' is considered the socialized aspect of the individual. The 'me' represents learned
behaviors, attitudes, and expectations of others and of society. The 'me' is considered a
phase of the self that is in the past. The 'me' has been developed by the knowledge of
society and social interactions that the individual has gained.
 The 'I', therefore, can be considered the present and future phase of the self. The 'I'
represents the individual's identity based on response to the 'me.' The 'I' says, 'Okay. Society
says I should behave and socially interact one way, and I think I should act the same (or
perhaps different),' and that notion becomes self.
 The 'me' exercises societal control over one's self. The 'me' is what prevents someone from
breaking the rules or boundaries of societal expectations. The 'I' allows the individual to still
express creativity and individualism and understand when to possibly bend and stretch the
rules that govern social interactions. The 'I' and the 'me' make up the self.
 The “me” is the social self and the “I” is the response to the “me. ” The “I” is the
individual’s impulses.
 Development of Self
 Language develops self by allowing individuals to respond to each other through symbols,
gestures, words, and sounds. Language conveys others' attitudes and opinions toward a
subject or the person. Emotions, such as anger, happiness, and confusion, are conveyed
through language.
 Play develops self by allowing individuals to take on different roles, pretend, and express
expectation of others. Play develops one's self-consciousness through role-playing. During
role-play, a person is able to internalize the perspective of others and develop an
understanding of how others feel about themselves and others in a variety of social
situations.
 Games develop self by allowing individuals to understand and adhere to the rules of the
activity. Self is developed by understanding that there are rules in which one must abide by
in order to win the game or be successful at an activity.
 Stages of Self Development
 Preparatory Stage (about age two or less): The first stage is the preparatory stage. The
preparatory stage lasts from the time we are born until we are about age two. In this
stage, children mimic those around them. Children copy, or imitate, the behaviors of
others around them without sophisticated understanding of what they are imitating.
 Play Stage (about age two through six): Children start role-playing and taking on the role
of significant people in their lives. Children only take on one role at a time. This includes
teachers, parents and close relatives. By taking on the roles of those adults who are
closest to them, children develop a better understanding of adult social roles. For
example, a 4-year-old boy might put on his father's hat and pretend to be his father.
 Game Stage (about age seven and up): In the game stage, children are involved in
organized team activities. Children have to learn and follow established game rules, learn
about what their roles are in the game, and learn what their teammates' roles are as
well. Children also have to learn the relationship between the various roles of the game
participants.