The Social Self The Self and Its Social Agencies Human development is largely influenced by membership in crucial social groups that shape various aspects of the self; from belief systems, values orientation, and behaviors. An individual is born into a family and toward the end of his or her life, he or she is evaluated in the context of his or her contribution to the society, the quality of his or her social relationships, and how he or she has _ touched lives of people whom he or she has directly encountered. At the beginning of life, one already belongs to a social group: his or her family. It is the most pervading influential social group that impacts the self in its entire course of development. The views one holds about the world, values upheld in making choices and decisions, and the habits and persistent behavior one carries have been formed in the context of one’s family and home environment. Parents are one’s first teachers; from a very early age, it is from them that one creates initial impressions of the world beyond his or her home, and the first barometer in determining which acts are good and rewarded and those that are unacceptable, for which one is reprimanded and punished. As one’s family grows, his or her siblings become his or her first friends and playmates. Relationships with siblings harness one’s socialization skills, particularly in play moments and quarrels which help shape one's conflict resolution skills that he or she can carry throughout his or her life. These consistent family experiences are crucial in shaping one’s social self. Next to family, schools and the general academic environment form a significant part of the social self, Worldviews expand as one gets exposed to more people in different social learning _ environments, Knowledge and social skills gained from mentors, relatives, and peers contribute to how the social self is harnessed. The information gleaned from books, lectures of mentors, and insights from classmates are assimilated and imbibed consequently in the inner recesses of the self, One’s knowledge of the world is shaped by collaborative learning conditions, as one is exposed to the insights of his or her learning peers. Values of social harmony, emotional sensitivity to the needs of other people, and behavior ‘Scanned with CamSeannerUnfolding the Social Self others in the environmen nculcated in one’s social a with regard to the personal spaces of ¢ are spent aS student just some learning insights that ae ir Roughly, about a third of people's live T wes an individual gaing:) institutions. The experiences afd educational institutic pete lates eg i cademic environment shape tages of development. : Aside from one’s family school environments, commun 0 shape one’s social self to a lay ana embarks on the next s als and sociological perspective, one, cultural beliefs and practices influenced by what comin and societies dictate. Values such ersistence and dedication for tasks, and as respect for the elderly, p* love for one’s country are often the products of communal settings ‘one belongs to and societal expectations imposed on him or her. Specific practices such as’attending worship, avoiding conflict and strife with others, taking part in rituals and ceremonies such as ities, are embedded weddings, baptisms, and other religious acti in one’s social self as'communities and the society have developed shared meanings with regard to these milestones. Religion, politics, media, education, and the government are all social institutions that directly impact one’s social self. The social self inevitably changes a3 one accommodates and eventually assimilates beliefs promoted bY the society as he or she thinks, appreciates, and behaves according t0 standards set by micro and macrosystems, Culture Accordi whole wish Wada Tylor (1871), “culture is the comple and other capabifiti les knowledge, belief, law, art, moral, custo™ Society.” Based on tha habits acquired by man as a membet asa great impact ong pen ntiOM, ome can conclude that cult or her thoughts, tah a) luman being, and this is manifested in his ’ Pehaviors, and expression, However, culture # 74 ‘Scanned with CamScanner * extent, From an anthropologicgyThe Social Self highly relative; it varies in terms of geographical, traditional, and individual contexts. A dominant characteristic of culture is that it is socially transmitted and learned by groups of people, bound by ethnicity, geography, and personal orientations, To further understand the nature of culture and its influences on oneself, the following models illustrate how culture functions in relation to one’s social self. Bioecological Systems Theory Urie Bronfenbrenner’s (1935) Bioecological Systems of Development explains an individual’s social development, using biological, environmental, and ecological lenses. The theory explains the bidirectional influence of individual systems to each other and posits five specific systems that shape an individual's sense of self. These systems are as follows: 1. Microsystem. This system refers to the institutions and social groups that the individual has direct contact and interaction with, including families, peers, schools, religious institutions, and the immediate community. 2. Mesosystem. This system refers to the interconnections among aspects of the microsystems affecting the individual. Pragmatic examples of this would include parent-teacher associations (PTA), parent and peer connections, and community relations, among others. 3, Exosystem. This system refers to the social setting that an individual has no direct interaction with but nevertheless affects his or her development. An example of this could be the work setting of one’s parents where a major company decision that results in the loss of job of either parent will have a significant impact to the child, 4, Macrosystem. This system encompasses the larger cultural context in which the individual resides in. A cultural context may include the socioeconomic status of his or her country, issues of ethnicity, societal values embraced by ‘Scanned with CamSeannerUnfolding the Social Self cultural beliefs and practices handeq generation, and how all these d opportunities in the system would be the where there is a notion social institutions, down from generation to affect an individual's behavior am society. An example of a ‘macro: Philippines as @ third-world country F that life can be better when one works abroad. Acceptable values which are defined by the society that are handed down from generation to generation js inexplicably imbibed by the individual. cuses on patterns of This system for sociohistorical events including mneral context. For example, one’s graduation from college would entail changes in his or her social self as he or she is expected to work to help his or her family and contribute to the society. Social events which push forth active citizenship also influences the social self in a very vital way. ‘The following diagram shows how all these systems go together and influence individual development: 5, Chronosystems. environmental events, from a specific to a ge! historical context Mesosytem interactions between micosystems school context directly influencing child Context indirect! influencing child wider cultural influences te ‘Scanned with CamScannerThe Social Self Individualism-Collectivism Model Another model that highlights the impact of culture to the self js the Individualism-Collectivism model proposed by Hazel Rose Markus aod Shinobu Kitayama (1991), According to the model, individualism as an orientation focuses on one’s individual attributes and personal distinctiveness. People who are individualistic are observed to be competitive and self-reliant, They are likely to Outgroup Ingroup Outgroup Pt ee Tae Oe ‘Scanned with CamScannerbe indeps vi eir personal interests rather ty, i i their personal in J lependent in achieving : i ing dependent on a group. On the other hand, “7 Collectivig, becom vn values relationships and harmony. People Who ary maintain healthy relationship, ner people, and cooperative jn orientatio i collectivistic prioritize interests to They are likely to be adaptive to ot group tasks. The Philippine society is traditionally perceived to be 4 collectivist one because of the idea that Asian nations adhere to ‘a collectivist mindset. In the context of collectivism, collective interests are prioritized over personal ones and the functionality of relationships is maintained through practices that would benefit everyone. For example, choosing a career that would fulfill the expectations of the entire family and being non-confrontational with thoughts and beliefs that are opposed to what the group accepts are some aspects of collectivism. In the Philippine context, practices like staying in one’s family home, attending mass or going to places of worship in groups and even the inappropriate practice of sharing the achievements of others just because they are a relative or even simply because they are also Filipinos showcase a collectivist mindset. Veering away from tradition, the Filipinos are no longer tightly bound to strongly collectivist practices. Due to the rise of globalization and the influence of different nations with individualistic mindsets, the Filipino society also adapts perspectives leaning to the individualist orientation, Many Filipinos strive ae independent and self-reliant, with goals matching one’s es fone oe ident in behaviors that break away from graduation, choosing a ite taer; St SAEs patent's house of and the like. Although these oppére ame eee of always adhering to vthat others ae the traditional mindset ¢ show the capacity ofan individuer gogo sual these behavios ‘ual to think for himself or herself. and collectivism show how the sf Ociety and its standards. Being pa thoughts and values and also affect 5 Notions Of individualism lirectly influe nce of social groups ins a one's social behavior, acts one’s 70 ‘Scanned with CamScannerThe Social Self Ivs. Me One’s behavior when he or she is alone differs from his or her behavior when he or she is with others. Different situations trigger particular behaviors because of differing social expectations. In being alone, one does not need to keep up appearances, which is different when there are others observing. This is what Herbeft Mead (1934) posited in his theory of the social self. He posited that the self is divided into two parts: the “I” which is known as the unsocialized self, and the “Me” which is known as the “socialized” self. According to Mead, the “I” is who an individual really is. It is one’s opinion of himself or herself as a whole. The “I” is manifested when one acts naturally for his or her own motivations and not because of others. On the other hand, the “Me” is the awareness of how others expect one to behave. This is also known as the social self. This part of the self, according to Mead, is the careful and the conscious. When you know that there are people staring at you, you are likely to take note of what others would think about you, and thus adjust your behavior according to what you think is acceptable to others, Based on Mead’s model, the state of the actual self is achieved when the “I” and “Me” become congruent. These different models present ideas on the process of the self’s Social development. It is important to note that culture plays an important role in one’s social development. Studying these models helps in understanding oneself and other people. It is not ideal, however, to generalize a certain culture based on these models, Individual differences should always be considered and respect should always be fostered among one another. ‘Scanned with CamScannerUntovgmny um lo the Self in the Age of Technology é i of technology, Ways of social ae have With the rise d. In the past, interpersonal relations! ips can significantly a aanat face-to-face interactions within physical 3 oon Sui people can interact with each other even ii ae a physically present in the same place. One of the sanovations that improved people’s interaction and socialization processes is social media. se Social media is defined as the websites and ‘appliedtions that make it easier to create and share information, ideas, and interests, It also allows people to create other forms of self-expression via virtual communities and networks. Social media has features that allow people to communicate to specific groups sharing common interests (through chat, video call, or posting of status and photos) and become members of virtual communities, be it locally or globally. These features make way for more efficient ways of socializing and communicating with other people as well as enable these communities to impact thoughts and behavior, Through the use of social media, people may act differently since interaction in social media do not happen face to face and there is no, Physical presence required. This. is called online disembodiment, With tis, People are less likely to display ir real “selves” - el ae to others, especially Based on dj studies, individuals different digital identities, s which are dj from their “real selves “ifferent Digital Identity People iat fea © Benerally have «, Mes an individuat cea ieatites” ‘These are the characte ‘ate: 4 it 0 Sas a member of a particul” ‘Scanned with CamSeannerThe Socio. _— ja social group. Following this definiti, 2 identities ranked by importance, py.” ‘He “self” is composed rf ; rz . sed of bn individu Io 4 particular ident 7 _freater the commitment of is identity, i ce i i en % nc, the importane A eeaterthe importance of infue e behavioral choices ao on Paticular role identity ee individual makes in a give ' n pitch) Identity In an online environment, one’s role identity is vitally important in order for him or her to project himself or herself in the said environment. Amidst the technological tools and channels surrounding individuals and online activities that people engage in, one’s online identity enables him or her to participate in a Virtual society. Online activities such as chatting, blogging, and ven shopping online would require the person to establish a “digital identity” which is defined as the identity a person claims in Cyberspace, A digital identity allows a person to be part of a virtual ‘ommunity that goes beyond physical and geographical boundaries. By hay in ey + thing ving a digital identity, one is able to leave online footprints berspace. The posts one makes on social media platforms, the © names one creates, the internet friends one acquires, and One “likes, comments on, and shares” become part of the 91 ‘Scanned with CamScannerUnfolding the sociat >=" dual creates. For some people, their digi n of who they are. Personalities, inter ften manifested in people's ole dia platforms, where they relay digital identity an indivi identities are an extensior values, and activities are © activities, especially on social me themselves to others in online environments. However, participation in virtual environments may entail changes that may affect a person's sense oe self. In fact, in cyberspace, people are capable of creating multiple digital identities People are likely to behave differently when they are engaged ip interactions on social media since physical presence is not required of them, Social media enables individuals to adopt identities independent of one’s physical image. According to Turkle (1995), people can redefine themselves on the internet. Assumptions made on the virtual world are different from those of real life. In some cases, people present themselves differently in online interactions as compared to the face-to-face interactions they engage in. Social media also enables people to create fake identities. An individual can create different social media accounts to hide his or her real self. People tend to resort to creating fake digital identities 90 that they may be capable of doing inappropriate acts without being identified. Online Disinhibition Effect ae adopt fake identities, they are likely to engage ® pee es ba not do in real life interactions. This effect sea ok isinhibition (Suler, 2004). There are two mait Bs havior that fall under the online disinhibition effec" benign disinhibition and toxi fer see. + isinhibitit occurs when people we disinhibition. Benign disinhibiti®® than they would in 1d to self-disclose more on the inter or show kindnesg se life or go out of their way to help someon? disinhibition when the the other hand, people take part in 10% n online platforms ap Se rude language, bully or threaten othe® crime, and Pornography, 80 to websites with contents of violen™ ‘Scanned with CamScannerThe Socio-Digita) Self People engage in online disinh ibition a these include the advantage of ue to. a numb anonymity, 7 lere th nother person's reaction or feedback j a introjection (people tend to assign an i that is also a reflection of their Own se! contribute to bridging social gaps and that one will not do in face-to-face inte: er of factors, virtual invisibility, ere is no need to deal with Mmediately), and personal identity to the other Person If). Somehow, these factors expressing oneself ina way 'tactions, synchronous communication (wh asy Managing Responsible Online Behavior It is important to regulate online behavior, Cyberbullying happens because of individulas who display irresponsible and inappropriate online behavior. How can one behave responsibly online? The following are some suggestions: Y Do not post or send anything that will embarrass you. ¥ Avoid posting statements when experiencing strong emotions. ¥ Do not hang out with the “wrong crowd” online. ¥ Do not hang out with the “wrong crowd” offline. Y Be careful with oversharing, especially confidential information that may be used irresponsibly. Y Respect other people in the online community. i roject a | Following these suggestions, one can saad = Rabi healthy digital identity that positively impacts his ter sce I People may learn new information, gain ee = Widen their perspectives through healthy ee . "urture better social values in an online ee, seseaih ‘face interactions in which conversations may be ten, eractions in wh Cf nine conversations leave digital traces that may remain arian OF others to see, Thus, people should exercise decorum online, in Same way they exercise decorum in real life, ‘Scanned with CamScannera Material World oducts that can relate ty the; ignify some aspects of .." most millennials 1," Ve The Self i People are likely to purchase prt personality. Material possessions si sense of self and identity. For example, ™0 laptops and cellphones and are familiar with different fechnologicg innovations because of their inclination t be AOE? In the digita, which follows the idea why they are known as digital natives, The use these gadgets to communicate, study, and to a certain exten, maintain a particular social status. Parents buy necessities for thei family because it is symbolic of their need to provide “security The clothes people wear manifest their personal style and comfor, Possessions, tell a lot about their owners. Things are bought because of personal association. Thus, one’s sense of self and identity jg influential on how an individual chooses to purchase his or her wants and how he or she makes economic decisions that will address his or her personal and social needs. The decisions that go into the » purchase of items and certain services is dependent on a number of factors, including financial constraints, ) availability of items and services, and the influence of family and friends. However, the most important factor is determining whether these items and services fall under “wants” or “needs.” Some peo) 5 oe poi - icp confuse needs with wants, but there is es : Needs are those important for survival. Food, clothing, and shelter are basic ne out of necessit People buy then ae however, are synonymous with luxuries. cellphones and other eae Fags do not warrant necessity. Buyin8 5 Igets for cor BL : a neces: mmuni as > ssity but Purchasing units aa ication can be perceived Projecting a particular oa ¢ high-end line can be a Way oie items to build how i Status or taste. People sometimes lot] . les may be a €y want to be perceived by others: necessity Ys but people wha have the eanacitY conned wth Concanner eds so. people purchase them utesThe Matetialeconomics If el noose brands and styles to project a see. Regardless of whether the thi, for ot} ial possessi "BS that people ha, Ne People or wants, material possessions tej i Ve are Somethin, Needs and social values of those who Own them, p, B Of the pe, Personalit, + Possessi y yersions of oneself. Tons are extended their identity In the process of acquiring Material B00ds consider two things: utility and significance, te Benerally with how things serve a practical Purpose, On ries concerned significance is concerned with the Meaning assigned a se hand, It is also concerned with how Objects become powell Object. or icons of habit and ritual which can be quite separate entice primary function. Significance, in Contrast to utility, has aa do with expression and meaning. However, meanings are often culturally determined. For some, even the ‘A smallest utilitarian objects are capable of embodying values, To further understand the term significance, Roland Barthes studied the Concept of semiology or the study of signs. He was one of the first philosophers to analyze the relationship between people and objects. According to Barthes, it is through objects that people assert their identities, Objects are not just things but are reflections of the wider lives of. communities and individuals; the things people possess are also in sync with what is valued by their community. This idea suggests that objects, aside from contributing to how an individual identifies himself or herself, also signify relationships of people with others based on what they Possess, The possession of material things also indicates one’s 4 the society. People can tell whether the owner is part of a wealt Y family or in the middle class. One's possessions are aoe *S Personal choices that define people to a certain eu : ne Personal choices build one’s material and economic self whic “tension of his or her social identity. ‘Scanned with CamScanner