Two Faces of Self and Emotion in Symbolic Interactionism: From Process to Structure and Culture—And Back

Francis, Linda E.; Adams, Richard E.

doi:10.1002/symb.383

Cited by 15 publications

(15 citation statements)

References 102 publications

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“…How is the internal conversation involved in the selection of identities and in choosing lines of action that verify identities? This avenue of research would be consistent with Francis and Adams' () recent call for processual interactionist researchers to use and refine structural interactionist theories (cf. McLuhan ).…”

Section: Bringing the Internal Conversation Back Insupporting

confidence: 76%

Whither the Internal Conversation?

Schweingruber

Wahl

2018

Symbolic Interaction

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The internal conversation has a venerable place in the symbolic interactionist tradition but has been the focus of little empirical research by interactionists. After reviewing selected research on the internal conversation (most by noninteractionist sociologists or nonsociologists), we argue that interactionists ought to conduct research of our own to examine claims we have been making and to better understand social life. We propose some worthy areas and avenues of investigation.

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Section: Bringing the Internal Conversation Back Insupporting

confidence: 76%

Whither the Internal Conversation?

Schweingruber

Wahl

2018

Symbolic Interaction

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“…We argue that this reveals a deficit of the purely cognitive model in sociology and the need to account for the affective dimension of self. In remedy, we turned to affect control theory (ACT) and its extension, ACT-Self, which are symbolic interactionist theories addressing the role of affect in identity and interaction (Heise 2007; MacKinnon and Heise 2010; MacKinnon 2015) developed in response to the cognitive bias of sociological social psychology (Francis and Adams 2019).…”

Section: Late-life Dementia and The Selfmentioning

confidence: 99%

The Affective Self: Perseverance of Self-Sentiments in Late-Life Dementia

et al. 2020

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The self has long been construed as a rational, cognitive construct; the cognitive decline of dementia has therefore been largely viewed as the loss of self. Through qualitative interviews, we find that persons with dementia strive to maintain a coherent self despite their increasing disability. Using the theories of affect control theory (ACT) and ACT-Self, we illustrate their shift from using denotative (cognitive) meanings to reliance on connotative (affective) meanings in defining the situation and choosing identities to enact. As persons with dementia lose the cognitive ability to access shared definitions and reflected appraisals, their connection to the social world narrows to affective meanings of established sentiments and emotional reactions from others. Our findings underscore the creative agency of self and the limitations of the rationalistic bias of sociology by recognizing an affective self that stands in complement to the generally acknowledged cognitive self.

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“…Qualitative research allows research to 'get at' the inner happenings of participants to describe the experiences of the participants (Corbin & Strauss, 2008;Creswell, 2014), so this suited my study's aim to focus on the meanings constructed by the Grade 10 student participants. The theoretical framework of symbolic interactionism was used to inform the study because teacher expectations are communicated through the symbolic exchanges between teachers and students during classroom interactions (Blumer, 1969;Francis & Adams, 2019). The study sought to develop new theory about how students experience their teachers' expectations of them, so a framework that acknowledges the importance of social interaction in creating mutually constructed realities was appropriate (Blumer, 1969;Powell, 2014).…”

Section: Research Approachmentioning

confidence: 99%

‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students

2021

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Teacher expectation research has continued to establish an association between what teachers expect of their students and what students accomplish academically. These expectations affect students when they are communicated by teachers through differential treatment in the class, but no qualitative research has sought adolescent students’ points of view about how they experience teacher expectation effects. This paper presents new research findings that explain how Grade 10 students experienced their teachers’ expectations in ways that they reflected impacted their academic outcomes. Classic grounded theory methods were used to develop this new knowledge, which has implications for how teachers are educated for, and practice, interacting with secondary school students. The findings are grounded in data from more than 100 interviews with students and 175 classroom observations in three Western Australian metropolitan public secondary schools. Students’ voices are projected, explaining how their teachers convey high academic expectations through classroom interactions that instil confidence in students. The discussion invokes a connection to Bandura’s Social Cognitive Theory and its enduring tenants of self-efficacy beliefs and mastery learning experiences.

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Two Faces of Self and Emotion in Symbolic Interactionism: From Process to Structure and Culture—And Back

Cited by 15 publications

References 102 publications

Whither the Internal Conversation?

Whither the Internal Conversation?

The Affective Self: Perseverance of Self-Sentiments in Late-Life Dementia

‘Believe in me, and I will too’: a study of how teachers’ expectations instilled confidence in Grade 10 students

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