How identity is made
Introduced| English | Meaning |
|---|---|
| roles/rəʊlz/ | The functions, responsibilities or expected patterns of behaviour associated with particular positions in a group or organisation. |
| identity/aɪˈdentɪti/ | A person's sense of who they are, including personal characteristics, social roles and group memberships. |
| personal identity/ˈpɜːsənl aɪˈdentɪti/ | The characteristics and experiences through which a person understands their individuality. |
| social identity/ˈsəʊʃl aɪˈdentɪti/ | The part of a person's sense of self connected to group memberships and their meaning. |
| socialisation/ˌsəʊʃəlaɪˈzeɪʃn/ | socialisation |
| role conflict/rəʊl ˈkɒnflɪkt/ | role conflict |
Two roles ask for the same evening
- A fictional student has a team match and a family dinner at the same time. Both expectations matter, but attending both may be impossible.
- Identity 身份认同 includes several sources. Personal identity 个人身份 concerns individuality; social identity 社会身份 concerns group membership and its meaning.
Match each kind of identity to what it covers.
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Which one is in the foreground changes with the situation, and noticing that shift is the skill.
Describe learning in context
- Socialisation 社会化 involves learning norms and expectations. Primary socialisation commonly begins in early care settings; secondary socialisation includes later settings such as school and work.
- These experiences can overlap, reinforce or challenge each other. Neither kind is always invisible, simple or identical for everyone.
Why can early socialisation be difficult to notice?
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It can shape familiar expectations that feel natural. It is not always invisible or identical for everyone.
Separate a position from its expectations
- Roles 角色 carry expectations associated with positions. Role conflict 角色冲突 involves incompatible expectations across roles, such as teammate and family member.
- One role can also involve conflicting expectations. Describe who expects what instead of assuming every student, daughter or teammate must behave in a fixed way.
A student has a match and a family dinner at the same time. What is this?
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Two roles making incompatible demands on the same person at the same time.
Use evidence without stereotyping
- Different behaviour in class and training can reflect different demands. It does not alone prove a completely different identity or an unchanging personality.
- Group membership does not determine an individual action. Ask about the person’s account, setting and relevant evidence.
A student behaving very differently in class and at training shows they are inconsistent.
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Behaviour can differ with expectations and circumstances. The observation alone does not prove a fixed identity or inconsistency.
A student misses a match to attend a confirmed family event. What should an account identify first?
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Describe the concrete clash and response. A group stereotype does not explain the particular decision.
Make the next decision visible
- The student can discuss the clash and record an agreed arrangement. A suggested compromise is not an agreement until the people involved confirm it.
- Connect membership, expectation, conflict and response. Describe the observed event without using a group label as a complete cause.
Connect membership, expectation, conflict and response. Describe the observed event without using a group label as a complete cause.
In one sentence, say why "he did that because he is a teenager" is a weak explanation.
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Example: a group label alone does not identify the mechanism or evidence explaining this person’s action.