How important is the relation between a person's occupation and his or her identity?
TMA O1
Christopher Neill Y312545X
Parte A.
In What Ways do Social Factors Shape Our Lives?
Essay Planv
Introduction
* What is meant by Identity
* What is meant by social factors
Main body
* Ways in which people identify
* Child development
* Biology as an influential factor in forming identity
* Example of 'racialization' and 'ethnicization'
Conclusion
* Main argument
* Quote by Sojourner Truth[S1]
Essay
We differentiate identity from personality in the fact that our personality is something that doesn't involve any type of active participation. On the contrary identity is something that we must actively engage in. It involves an interaction with those around us. It can also be called a 'calling' or 'interpellation' (Althussers) that attracts us to a specific group, even though at times we cant define this attraction. This interpellation can come from a variety of sources, such as language or behaviour patterns, which are often unconsciously 'given off' (Goffman) or expressed through 'symbols' (Mead) such as badges, scarves and flags[S2]. This essay will focus on how this process of identity is influenced by social factors that surround us. v[S3]
Whatever the case, the adoption of an identity calls for us to imagine ourselves in a certain identity. The good father, the hard worker, the football fan (Mead).OK We as agentsv have the possibility to recognise and imagine ourselves in a certain identity and then either adopt or reject it. v
A way in which people identify themselves is by 'self categorization' (Turner et al 1987). This is very similar to Althussers´ Idea of interpellation[S4], in that we identify with a group or individual and then categorise ourselves according to the similarities or differences. v
Children do this from a very early age. From the age of two a child, for example a boy, is able to identify with other boys in behaviour and selection of toys with which he's going to play (Bem 1970). At this stage in development a childs identity is
Christopher Neill Y312545X
'essentialist' in that it is heavily stereotyped with no grey areas as a child searches for certainty in his or her identity. Indeed, v
Biology, strangely enough, is a factor that comes into play later in child development. An experimental study revealed that only half of 3, 4 and 5 year olds could identify themselves as boy or girl by biological differences (Bem 1989). As adults we know that stereotypes cannot be relied on, but a developing child can make mistakes as he or she searches for gender identity. 'Jimmy (age 4) "When I grow up I want to be a mummy"' (Kohlberg. 1966, p.95). As the child develops and begins to interact more with the world around him so his ideas of gendered identity become more complex and more reliable. v
But identity is not just about how we see ourselves; it is also influenced by how others see us. We can find some good examples of this in chapter 4 Race, Ethnicity and Identity (Questioning Identity: Gender, Class, Ethnicity. Woodward 2004[S5]). Where for example, Jamaicans living in Jamaica, being black is not an issue for identity, but once arriving in the U.K being black becomes very much part of ones identity. '...the whole experience of living in a white racist society has helped to forge a black identity where in many cases such an identity did not exist ...
This is a preview of the whole essay
But identity is not just about how we see ourselves; it is also influenced by how others see us. We can find some good examples of this in chapter 4 Race, Ethnicity and Identity (Questioning Identity: Gender, Class, Ethnicity. Woodward 2004[S5]). Where for example, Jamaicans living in Jamaica, being black is not an issue for identity, but once arriving in the U.K being black becomes very much part of ones identity. '...the whole experience of living in a white racist society has helped to forge a black identity where in many cases such an identity did not exist previously' (James, 1993, p.243). v
We can see from these two examples that identity is continually changing and has a direct relation to what surrounds us. What we are is determined by what others are and how they see us, this is a relationship that during the length of our lives can manifest itself in continually changing forms.
This continued change may produce uncertainties in the status quo as the more accepted identities are challenged by changes in society, well underlined by Sojourner Truths' testimony (Sojourner Truth, 1851) as she makes a claim to be recognised as a woman, at the same time creating uncertainties in gender identities of that time, where a woman was considered to be white, weak and humble and Sojourner was black, strong and proud. Indeed - v
In[S6] this essay I have just used examples of gendered and racialized identities to argue that our identities are shaped by social factors that surround us. I have also argued that identity is not static, but continually changing in relation to the changes that go on around us. v
[words: 667 - which is below the set word limit (it is 750 words)!]
Reference[S7]
Althussers, Goffman, Mead, Turner et al 1987, Bem 1970/89, Kohlberg 1966, p.95, James 1993,p.243, Woodward, K. (2004) ´Questions of identity` in Woodward, K. (ed.) Questioning Identity: Gender, Class, Ethnicity, London, Routledge/The Open University[S8].
Christopher Neill Y312545X
Part B.
How important is the relation between a person's occupation and his or her identity?
Essay Planv
Introduction
* Brief outline of identity
* What we will look at in this essay
Main essay
* How we categorize people
* Inequalities and class conflict
* Social fragmentation and consumption patterns
* Changing society
Conclusion
* Main argument[S9][S10]
Essay
Identity is formed by interactions with those around us, both as individuals and structures, how we see ourselves compared to others and how others see us compared to them and the capacity to identify with a group or individual which can be expressed through symbols like badges, scarves or flags (Mead). v
In this essay we will be looking at the relationship between a person's occupation and his or her identity and the economic structures that produce some identities and make others impossible. For the sake of this essay we will refer to paid work as occupation rather than non-paid domestic work or non-paid care work[S11]. v
'What is it you do? ` As Kate Woodward suggests, this is a perfectly normal question we ask when we meet someone for the first time. The question helps us to understand more the person in front of us and to understand ourselves in relation to that person. Knowing their occupation we can make a rough estimation of their social position and self categorize ourselves accordingly, defining our economic position through our ideas of income and opportunities of others[S12].
According to a survey in the UK in 2002, 53% of financial wealth (disposable finance, not pensions or mortgages) is owned by 10% of the population[S13] (Inland
Christopher Neill Y312545X
Revenue in social trends, 2002). Marx sees this inequality as the root of class, where the few very rich control the economic organization of production. This social polarization creates class conflict, class consciousness and a collective identity (Marx and Engels 1848). v
Another theory of how work can create identity is by Max Weber (Kate Woodward 2004, Questioning Identity, chapter 3 section 5, 3). v He sees class as being more rooted in market position. v This means the better position you occupy in the work market the better opportunities and possibilities you will have. This theory of Max Weber is much more complex than the 'us and them` idea of Marx and allows identities to transcend social class[S14]. This move away from class as strong source of identity is backed up by Bourdieu, v who states that lifestyle identity is replacing traditional work and class structures. Basically we are what we consume. Two[S15] people with similar incomes may have very different economic class positions. Identity has to do with difference as well as similarity, we categorize ourselves according to the differences or similarities we feel for other people. These can be expressed through consumption patterns, the way we spend our money. v We can express ourselves through loyalty to certain makes of car or clothes. The way we spend or money is an important factor in our identity and also the economic structures that constrain our possibilities to have more or less money. v
Marx sees this difference between the 'haves` and the 'have nots` as a social polarization which emphasises the differences and nurtures conflict. Indeed! Weber leans more to social fragmentation where similarities and differences which create identity cross class boundaries and are based more on status and consumption. v
One economic structure that constrains us is the changing job market[S16]. As Britain moves away from traditional heavy industry, like mining, which offered very clear identities to whole communities. As in the example of John Greaves (Kate Woodward 2004, Questioning Identity, chapter 1, section 6) to more insecure service industries, the job for life is virtually a thing of the past. 'Relatively low skilled work has been casualized, is predominantly female and displays a high rate of staff turnover` (Pinch 1993). v
Conclusion We can se that although the work we do is an important part of our identity, increasing non-financial wealth like pensions and home ownership: 66% of homes are now privately owned; 75% of men working full time and 65% of women have occupational or private pensions[S17]. (Kate Woodward 2004, Questioning Identity, chapter 3, section 4, 1) is creating a social change in that we categorize ourselves and others not on the basis of class and work but on social economic position. As the papers said in 1998. 'We're all middle class now`. v
Word count 1496[S18]
References
Marx and Engels 1848. Inland Revenue social trends, 2002. Pinch 1993. Woodward. K (2004) 'Questions of identity` in Woodward. K (ed) Questioning identity: Gender, Class, Ethnicity, London, Routledge/ The Open University[S19].
Christopher Neill Y312545X
Self- evaluation
In which skills and materials do I feel I've got to grips with best?
I think that my best skills are that I grasp the concepts and ideas fairly quickly. v For the moment I'm not finding the course as stressful as I thought I might. GOOD! My method of taking notes is a bit slow as I'm out of practice but I'm confident that as time passes I will become more skilful in taking notes. Again, Good!
On which skills or subjects do I need most help?
For the moment I feel O.K. I do feel that my TMA's are disorganised and could be structured better. The[S20] idea of taking an argument step by step and arriving at a logical conclusion is very complicated for me, as I'm naturally very disorganised. But I'm hoping as I receive the comments for the marked TMA's I'll begin to tune these skills.
[S1]This time you did not have to write an essay plan in the assignment - Of course it is most useful to do so but for your own organization of how you will approach to answer the question. This was explicitly stated in the TMA booklet instructions for this assignment!
[S2]A brief explanation of what identity is. OK. You need to supply a brief reference to the source of this information. I think that it would have been better to move this paragraph after the explicit statement that follows about how you will proceed to answer the question.
Another thing that you need to keep in mind has to do with the formation of identities; your piece should show an understanding of it. This means some discussion of the work of authorities such as Mead Freud or Goffman.
[S3]This is the introduction per se. It definitely needs expounding!
[S4]What does it mean? T would have been most useful for your reader to have a brief explanation of this notion.
[S5]Good referencing!
[S6]Concluding part - OK!
[S7]There are several other DD100 sources available to you via the course WebPages, such as video's or audio's and the related notes that you could have consulted. Why not use them!
[S8]Ok, but have look the comment about bibliographical references later on.
[S9]Chris, please note that you did NOT have to write an outline, although it was suggested in the TMA booklet that you produce one just for you, for your organising how you will answer the question.
[S10]Note that in the conclusion we sum up and conclude!
[S11]Here the introduction is much more developed than n part a -good!
[S12]So, one's occupation appear and indeed is of importance - OK!
[S13]Quantitative evidence that aback a point that you make. Indeed, backing our clams with evidence is the way to proceed in the social sciences.
[S14]So some people clam!
[S15]Is this an example? If so say so!
[S16]A clear position - good! Still, what is an economic or the economic structure?
[S17]Here the two sentences do not really link up in a meaningful way!
Also do keep in mind that we NEVER introduce nee material in the conclusion.
[S18][In fact it 672 which is less than the 750 set limit!]
[S19]Give them alphabetically; Start each bibliographical source with a new line.
[S20]I agree. I think that producing a still more detailed outline (which you keep to yourself) might be of help. You also need to prepare yourself in keeping effective notes that relate to the answer to the question and this might mean note taking as you read.
