[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:00.68,0:00:04.18,Default,,0000,0000,0000,,Socialization describes the process\Nby which people learn the attitudes,
Dialogue: 0,0:00:04.18,0:00:08.60,Default,,0000,0000,0000,,values, and behaviors that are appropriate\Nand expected by their culture and community.
Dialogue: 0,0:00:08.60,0:00:11.03,Default,,0000,0000,0000,,and it typically occurs \Nthrough the observation of
Dialogue: 0,0:00:11.03,0:00:14.81,Default,,0000,0000,0000,,and interaction with the \Npeople we are surrounded by.
Dialogue: 0,0:00:14.81,0:00:17.13,Default,,0000,0000,0000,,And this can include those \Nwho are close to us,
Dialogue: 0,0:00:17.13,0:00:19.15,Default,,0000,0000,0000,,like our family, friends, and teachers,
Dialogue: 0,0:00:19.15,0:00:22.90,Default,,0000,0000,0000,,but it can also include everyone else\Nthat we come across in our daily lives:
Dialogue: 0,0:00:22.90,0:00:26.83,Default,,0000,0000,0000,,our doctors, nurses, celebrities \Nthat we see on TV and in the movies,
Dialogue: 0,0:00:26.83,0:00:30.36,Default,,0000,0000,0000,,even the people standing in line \Nnext to us at the supermarket.
Dialogue: 0,0:00:30.36,0:00:34.70,Default,,0000,0000,0000,,They all have something to teach us about\Nhow we should act within our community.
Dialogue: 0,0:00:34.70,0:00:39.52,Default,,0000,0000,0000,,But socialization also shapes\Nour self-image, or how we view ourselves,
Dialogue: 0,0:00:39.52,0:00:43.28,Default,,0000,0000,0000,,and sociologist Charles Cooley\Nused the term "looking glass self"
Dialogue: 0,0:00:43.28,0:00:45.70,Default,,0000,0000,0000,,in order to describe this process.
Dialogue: 0,0:00:45.70,0:00:47.90,Default,,0000,0000,0000,,And he theorized that our view of ourselves
Dialogue: 0,0:00:47.90,0:00:51.68,Default,,0000,0000,0000,,comes not only from our direct \Ncontemplation of our personal qualities
Dialogue: 0,0:00:51.68,0:00:56.46,Default,,0000,0000,0000,,but also from our perceptions about\Nhow we are being perceived by others.
Dialogue: 0,0:00:56.46,0:00:59.62,Default,,0000,0000,0000,,And Cooley thought that this \Nhappened through three steps.
Dialogue: 0,0:00:59.62,0:01:02.06,Default,,0000,0000,0000,,First, we imagine how we must appear
Dialogue: 0,0:01:02.06,0:01:06.63,Default,,0000,0000,0000,,to others (to our families or friends,\Nor just people on the street).
Dialogue: 0,0:01:06.63,0:01:12.20,Default,,0000,0000,0000,,Second, we imagine how they must evaluate\Nus based on their observations of us.
Dialogue: 0,0:01:12.20,0:01:17.07,Default,,0000,0000,0000,,So do we come across as intelligent?\Nor funny? or shy? or maybe just awkward?
Dialogue: 0,0:01:17.07,0:01:19.93,Default,,0000,0000,0000,,And third, we develop\Nfeelings about ourselves
Dialogue: 0,0:01:19.93,0:01:24.65,Default,,0000,0000,0000,,based on our impressions of their \Nevaluations and their observations.
Dialogue: 0,0:01:24.65,0:01:29.79,Default,,0000,0000,0000,,And one critical aspect of this theory that \Nwant to point out is that Cooley believed
Dialogue: 0,0:01:29.79,0:01:33.73,Default,,0000,0000,0000,,that we are not actually being \Ninfluenced by the opinions of others,
Dialogue: 0,0:01:33.73,0:01:35.51,Default,,0000,0000,0000,,but instead, we are being influenced
Dialogue: 0,0:01:35.51,0:01:38.94,Default,,0000,0000,0000,,by what we imagine the opinions\Nof other people to be.
Dialogue: 0,0:01:38.94,0:01:42.11,Default,,0000,0000,0000,,So according to this theory,\Nwe might develop our self-identities
Dialogue: 0,0:01:42.11,0:01:46.54,Default,,0000,0000,0000,,based on both correct and incorrect \Nperceptions of how others see us.
Dialogue: 0,0:01:46.54,0:01:50.34,Default,,0000,0000,0000,,So let's say that we have this teacher\Nand they're grading a paper very harshly,
Dialogue: 0,0:01:50.34,0:01:54.03,Default,,0000,0000,0000,,they're grading it very critically,\Nand they're doing this because they think
Dialogue: 0,0:01:54.03,0:01:57.48,Default,,0000,0000,0000,,that the student who wrote this paper\Nactually has a lot of potential,
Dialogue: 0,0:01:57.48,0:02:01.22,Default,,0000,0000,0000,,so they're grading that student's paper\Nharshly in order to help them reach it.
Dialogue: 0,0:02:01.22,0:02:03.46,Default,,0000,0000,0000,,So let's say our student \Ngets their paper back
Dialogue: 0,0:02:03.46,0:02:07.18,Default,,0000,0000,0000,,and notices that it's full of red ink \Nmarks and corrections from the teacher.
Dialogue: 0,0:02:07.18,0:02:09.93,Default,,0000,0000,0000,,How might that student interpret this?
Dialogue: 0,0:02:09.93,0:02:12.54,Default,,0000,0000,0000,,And how might that\Ninfluence their self-image?
Dialogue: 0,0:02:12.54,0:02:17.01,Default,,0000,0000,0000,,First, they might observe that the teacher\Ncriticized them harshly on this paper.
Dialogue: 0,0:02:17.01,0:02:18.71,Default,,0000,0000,0000,,Second, they think that the teacher
Dialogue: 0,0:02:18.71,0:02:22.90,Default,,0000,0000,0000,,probably did so because they see \Nthe student as not being very intelligent.
Dialogue: 0,0:02:22.90,0:02:25.43,Default,,0000,0000,0000,,And then finally, our student\Ncomes to the conclusion
Dialogue: 0,0:02:25.43,0:02:30.38,Default,,0000,0000,0000,,that based on this, they're probably \Nnot very good at literary analysis.
Dialogue: 0,0:02:30.38,0:02:33.95,Default,,0000,0000,0000,,So here, the student is acting \Non an incorrect perception
Dialogue: 0,0:02:33.95,0:02:35.99,Default,,0000,0000,0000,,of what they think the teacher believes.
Dialogue: 0,0:02:35.99,0:02:39.04,Default,,0000,0000,0000,,And because our attitudes can \Noften influence our behaviors,
Dialogue: 0,0:02:39.04,0:02:42.28,Default,,0000,0000,0000,,this might result in the student\Nputting less effort into the class
Dialogue: 0,0:02:42.28,0:02:45.80,Default,,0000,0000,0000,,instead of more effort,\Nlike the teacher originally wanted.
Dialogue: 0,0:02:45.80,0:02:48.52,Default,,0000,0000,0000,,But this doesn't have to \Nbe the end of our story
Dialogue: 0,0:02:48.52,0:02:51.37,Default,,0000,0000,0000,,because it can also be influenced\Nby future interactions.
Dialogue: 0,0:02:51.37,0:02:54.31,Default,,0000,0000,0000,,So let's say that the student\Ntalks to the teacher after class
Dialogue: 0,0:02:54.31,0:02:56.38,Default,,0000,0000,0000,,about why they graded so harshly.
Dialogue: 0,0:02:56.38,0:02:58.31,Default,,0000,0000,0000,,At that point, the teacher might explain
Dialogue: 0,0:02:58.31,0:03:00.86,Default,,0000,0000,0000,,that they think that the student\Nis on the right track
Dialogue: 0,0:03:00.86,0:03:03.13,Default,,0000,0000,0000,,but that they need to put in\Na little bit more effort.
Dialogue: 0,0:03:03.13,0:03:05.91,Default,,0000,0000,0000,,So because of this additional interaction,
Dialogue: 0,0:03:05.91,0:03:08.32,Default,,0000,0000,0000,,the student was able \Nto revise [their] perceptions
Dialogue: 0,0:03:08.32,0:03:12.57,Default,,0000,0000,0000,,and this could lead the student\Nto developing a different self-perspective.