SOCIAL INTERACTION

RAEES UR REHMAN
 SOCIAL ACT
• Social act is the goal directed (oriented) activity of
human beings. Social interaction is the reciprocal
influencing of the acts of persons and groups.
Reciprocal social relationship is that situation in
which the actual or expected behavior of one person
affects the behavior of others. As a result there is an
exchange of acts between or among individuals. In
this way social interaction is the process by which
people act and react in relation to each other.
Through interaction we create the reality.
• Awareness of the people with whom you interact is a
necessary component of any social relationship. People
interact in some expected way and try to follow it in their
day-to-day activities. In this way the styles of interaction
get established, hence we social interaction gets
patterned. People tend to behave and act toward one
another in pretty much the same way most of the time.
Therefore social behavior tends to be repetitious, and to
this extent is predictable. For example greetings among
people tend to follow a pattern. Assalam o alaakum. Wa
Aalaookum u Salam. How are you? Alhamdoo-lilla. And
how are you? At some other place greetings may be more
elaborate as inquiring about the health of all family
members.
 Components of Social Interaction
1. Social Status
• Social status is a recognized social position that an individual occupies in a social situation.
In common usage status might indicate the power, prestige and privileges associated with
one’s position. Sociological meaning of social status is different from every day meanings
that are usually associated with ‘prestige’.
• STATUS IS WHO WE ARE AND WHAT WE ARE IN RELATION TO OTHERS.
• Status is also a key component of one’s identity and by this means of interaction.
Occupation is such a major part of most people’s self-concept that is often part of a social
introduction as well as interaction. Even long after retirement people continue to introduce
themselves in terms of their life’s work. There are some other concepts related with social
status. These are:
• a. Status Set:
• Status set refers to all the statuses a person holds at a given time. You might be a
son/daughter of your parents, a brother/sister to your siblings, a friend to your social
circle, a player in a team. Then in life you occupy other status sets by virtue of your
occupation, marital status (husband/wife), and a parent. Over lifetime, individuals gain and
lose dozens of statuses. How do we attain our status?
• Broadly two ways and thereby these are called two types of statuses.
• b. Ascribed and Achieved Status
• A social position that someone receives at birth or someone
assumes involuntarily later in life is an ascribed status. These are
those statuses about which one has little or no choice. Examples
can be a son, a Pakistani, a teenager. Achieved status refers to a
social position that someone assumes voluntarily and that reflects
personal ability and effort. Examples include being a student, a
player, a spouse, and a singer.
• Many statuses are a combination of both an ascription and
achievement. People’s ascribed statuses influence the statuses
they achieve. A person’s social class influences his/her
occupational achievements.
• C. Master Status
• A master status is a status that has an exceptional importance for
social identity, often shaping a person’s entire life. One’s
occupation is an example.
 2. ROLE
• Role is a behavior expected of someone who holds a
particular status.
• There are a number of other aspects of role like:
• Role Set
• Since we occupy many statuses at the same time therefore
we perform multiple roles. The performance of such
multiple roles related to a status is referred to as role set.
Role set refers to a number of roles attached to a single
status. You have a status of student, think of how many
roles do you have to perform.
• Role Conflict:
• Role conflict is incompatibility among roles corresponding to two or
more statuses. Roles of a woman being a mother and an employee
in an office may conflict with each other.
• Role Conflict Examples:
• Working Parent: A working parent may experience role conflict
when their job requires frequent travel, but their role as a parent
demands their presence at home. The conflict arises when they
have to choose between career obligations and family
responsibilities.
• Student-Athlete: A college student-athlete may encounter role
conflict when their sports schedule clashes with their academic
commitments. They might face challenges in attending classes,
completing assignments, and achieving good grades while
dedicating time to sports practices and competitions.
• Role Strain:
• Roles connected with a single status may make competing demands on an
individual, therefore may create strain in the performance of those roles
at the same time. Hence role strain refers to incompatibility among roles
corresponding to a single status. Role Strain Examples:
• Student: A college student may experience role strain when they have to
balance academic responsibilities, part-time employment, and family
obligations. They may struggle to excel in all these areas simultaneously.
• Employee: An employee may face role strain if they are constantly asked
to take on additional tasks and responsibilities at work. The strain arises
from the difficulty of meeting all work expectations without feeling
overwhelmed.
• Role Exit
• A person begins the process of role exit by reflecting on his life and
coming to doubt his ability to continue in a certain role. He may imagine
alternative role and may go for it. It may be linked status exit, which may
be voluntary or involuntary. A person decides to leave a job voluntarily
and has a role exit. A person retires and again has a role exit. “Process of
becoming ex”, an ex- chairman, an ex-director are the examples.
 3. Social construction of reality
• For centuries, philosophers and sociologists have wonder about the
idea of reality. Sociologists generally accept that reality is different
for each individual.
• The term Social Construction Of Reality refers to the theory that the
way we present ourselves to other people is shaped partly by our
interactions with others, as well as by our life experiences. How we
were raised and what we were raised to believe affect how we
present ourselves, how we perceive others, and how others
perceive us. In short, our perceptions of reality are colored by our
beliefs and backgrounds.
• Our reality is also a complicated negotiation. What is real depends
on what is socially acceptable. Most social interactions involve some
acceptance of what’s going on. While we participate in the
construction of reality, it’s not entirely a product of our own doing.
• How we define everyday situations depends on our
respective backgrounds and experiences. The wealthy
individual has learned through interactions with others that
spending money on one’s pets is a worthy expense. His
reality is one of pride. The minimum-wage worker has
learned through interactions with others spending that much
money on a pet is a negative thing, so his perception of the
situation is entirely different.
• The social construction of reality is the
theory in sociology that posits reality is not
objective but is shaped by social processes,
interactions, and cultural context within a
society or community. It emphasizes the
role of shared beliefs, language, symbols,
and social norms in constructing and
maintaining what is perceived as real.
• Gender Roles: The roles, behaviors, and expectations associated with
masculinity and femininity vary across different cultures and time
periods. For example, what is considered "appropriate" for men and
women in terms of clothing, occupations, and behavior is socially
constructed and can change over time.
• Marriage and Family: The definition of marriage and family can vary
widely across societies. In some cultures, arranged marriages are the
norm, while in others, same-sex marriages are legally recognized. These
definitions are not universal but are shaped by societal norms and
values.
• Beauty Standards: The perception of what is considered attractive
varies across cultures and eras. Beauty standards are socially
constructed and can differ significantly, influencing notions of body
image and cosmetic practices.
• Religion: Religious beliefs and practices are socially constructed.
Different societies have varying religions and belief systems, and the
interpretation of religious texts and the importance of religious rituals
are influenced by cultural and social factors.
 4. COMMUNICATION
• Communication is another important component of
interaction for which we need to have a language –
verbal as well as non-verbal. Human beings develop
symbols, signs, and codes that they associate with the
realities of life. These signs, symbols, and codes stand
for the reality or phenomenon (material/non material).
Meanings are attached to the symbols and there is
some agreement on the meanings. Meanings can be
situation specific and may vary by different cultures.
 TYPES OF SOCIAL INTERACTION
• Cooperation:
– Definition: Cooperation refers to the act of individuals or groups
working together toward a common goal or purpose.
– Example: Community Volunteering
• In a community, individuals come together to volunteer for a local charity
organization. They cooperate by sharing their time and resources to address
specific social issues, such as hunger or homelessness. This cooperation leads
to positive social change and a sense of unity within the community.
• Conflict:
– Definition: Conflict is the struggle or opposition that arises when
individuals or groups have opposing interests, values, or goals.
– Example: Labor Strikes
• Workers in a factory are dissatisfied with their wages and working conditions.
They engage in a labor strike, a form of organized conflict, to demand better
terms from management. This conflict can lead to negotiations and, ultimately,
• Social Exchange:
– Definition: Social exchange is the process of individuals or groups
giving and receiving goods, services, or resources with the
expectation of mutual benefit.
– Example: Gift-Giving
• During the holiday season, people exchange gifts with family and friends.
This social exchange is based on the expectation of strengthening social
bonds and experiencing the joy of giving and receiving. Both parties benefit
from the emotional satisfaction of the exchange.
• Coercion:
– Definition: Coercion involves the use of force, threats, or authority
to make individuals or groups comply with specific demands or
actions against their will.
– Example: Government Enforcement
• A government may use its authority and police force to enforce laws and
regulations. Citizens are expected to follow these rules, and violations can
result in penalties or legal consequences. The use of authority and force is a
form of coercion to maintain social order.
• Conformity:
• Definition: Conformity refers to the tendency of
individuals to adjust their attitudes, behaviors,
and beliefs to align with prevailing social norms
and expectations.
• Example: Dress Code at Work
– In a corporate office, there may be a dress code policy
that requires employees to wear professional dress.
Employees conform to this policy by adhering to the
expected clothing standards, even if they may prefer a
more casual dress style. Conformity helps maintain a
uniform and professional workplace environment.
• Competition:
– Definition: Competition is a type of social interaction in which individuals
or groups struggle to do better than each other to achieve a specific goal,
reward, or advantage.
– Example: Olympic Games
• The Olympic Games are a prominent example of competition. Athletes from
various countries compete against each other to win medals. They aim to excel in
their respective sports, and the most skilled competitors are recognized with
medals and international acclaim.
• Accommodation:
– Definition: Accommodation involves making adjustments or
compromises to resolve conflicts and maintain social harmony. It may
include negotiation, compromise, or finding common ground to avoid
confrontation.
– Example: Roommates' Agreements
• College roommates may come from diverse backgrounds with different habits and
preferences. To accommodate each other's needs, they might negotiate and
establish house rules. This could involve agreements on quiet hours, shared
responsibilities, or compromises on personal space to maintain a harmonious living
environment.
• Assimilation:
• Definition: Assimilation refers to the process by which
individuals or groups from a minority culture or social
background adopt the customs, values, norms, and
practices of the dominant culture, often to the extent
that they become the same from the dominant group.
• Cultural Assimilation of Immigrants:
• Example: Pakistan has been home to immigrants from
various countries, including Afghanistan, who have, to
varying degrees, assimilated into Pakistani culture.
Over time, they may adopt Pakistani customs, dress,
and even names, contributing to the cultural diversity
within Pakistan.
• Amalgamation:
• Definition: Amalgamation, also known as cultural or
social fusion, is the process in which two or more distinct
cultural or social groups combine to form a new and
unified culture or society. In amalgamation, the merging
groups retain elements of their original cultures, but
these elements blend to create a new, unique culture.
• Food Culture Amalgamation:
• Example: Pakistani food reflects a rich amalgamation of
various cooking traditions, including Persian, Indian,
Central Asian, and Middle Eastern influences. Dishes like
biryani, aloo keema, and kebabs are the result of
combining various cooking practices from different
regions.
 Dramaturgical Analysis
• Dramaturgical analysis is a sociological concept
developed by Erving Goffman, a prominent sociologist,
in his 1959 book "The Presentation of Self in Everyday
Life."
• This theory is a metaphorical framework that views
social interaction as a form of theatrical performance,
where individuals are actors who perform on the
"stage" of everyday life. In this perspective, individuals
are seen as constantly managing and shaping their self-
presentation to create specific impressions on others.
 Key principles of dramaturgical analysis
include:
• Front Stage and Back Stage: Goffman distinguishes between the "front stage" and the "back
stage." The front stage is where individuals perform and present themselves to others, like actors
on a public stage. The back stage, on the other hand, is where individuals can be more relaxed and
are not under the scrutiny of others.
• Impression Management: Individuals engage in impression management, which involves
consciously or unconsciously controlling how they are perceived by others. They may use props,
clothing, body language, and language to project a desired image.
• Roles: In the dramaturgical perspective, individuals play various roles in their social interactions.
These roles involve scripts, expectations, and norms for behavior. People switch between roles
depending on the context and the audience.
• Audience: The concept of the audience is central to dramaturgical analysis. Individuals tailor their
performances to suit the expectations and reactions of their specific audience, striving to create a
particular impression.
• Masks and Fronts: Goffman discusses the idea of "masks" and "fronts." Masks refer to the false
identities or personas that individuals create to fit the expectations of a particular situation. Fronts
are the various aspects of an individual's self-presentation, like performance and appearance, that
contribute to the desired impression.
• Dramatic Realization: Goffman suggests that individuals constantly engage in dramatic realization,
where they act out roles and respond to cues from others to create and sustain a social reality.
 Dramaturgical Analysis in Teaching:
• Front Stage (Classroom): The classroom is the front stage, and the teacher is the actor. The teacher
presents themselves as knowledgeable, authoritative, and caring to engage students and facilitate their
learning. They use body language, tone of voice, and teaching materials to maintain students' attention and
interest.
• Back Stage (Preparation): Before entering the classroom, the teacher is in the back stage, preparing lesson
plans, activities, and materials. They may also reflect on their teaching strategies and set goals for the day.
• Roles: The teacher plays the role of the educator, following curricular standards and pedagogical
techniques. They adhere to societal and institutional norms related to teaching and classroom
management.
• Audience: The students are the audience. The teacher adapts their teaching methods to suit the students'
needs, understanding that different students have varied learning styles and levels of understanding.
• Impression Management: The teacher manages the impression they make on students by being organized,
approachable, and responsive to questions and concerns. They also strive to create a classroom
environment that fosters respect, inclusion, and engagement.
• Masks and Fronts: In the front stage, the teacher may wear a "mask" of confidence and professionalism,
even if they have challenges or concerns. They present a "front" that aligns with the desired image of a
competent and caring educator.
• Dramatic Realization: In the classroom, both the teacher and students engage in a dynamic exchange. The
teacher adapts their performance based on students' reactions and feedback, such as adjusting
explanations or activities to enhance understanding.
 Ethnomethodology
• Ethnomethodology is a sociological perspective and research approach that focuses on
the study of the methods and practices people use to make sense of their social world
and create social order in their everyday interactions. Developed by Harold Garfinkel in
the 1960s, ethnomethodology is concerned with the examination of the often taken-for-
granted methods and techniques individuals use to navigate and interpret their social
environment.
• Key features of Ethnomethodology include:
• Indexicality: This concept emphasizes that the meaning of words, symbols, and actions is
context-dependent. It asserts that interpretations can vary based on the specific social,
cultural, and situational context in which they occur.
• Greeting Customs:
• In the context of Ethnomethodology, the way people greet each other can be examined.
For example, handshakes, hugs, or verbal greetings can be seen as ethno methods used
to establish rapport and communicate. Ethno methodologists might analyze how
individuals choose a particular form of greeting based on factors like cultural background,
familiarity, and social context.
• Common-Sense Knowledge: Ethnomethodologists study the
"common-sense knowledge" that people draw upon to
understand their world. This common-sense knowledge is the
foundation for how people interpret and make sense of their
social reality, even though it may not always be explicitly
articulated.
• Breaching Experiment:
• Imagine an ethnomethodologist conducting a breaching
experiment where they enter an elevator and face the rear
instead of the typical forward-facing position. The goal is to
observe the reactions of other passengers. This experiment
highlights the significance of common-sense norms and
expectations, as other passengers may react with surprise,
discomfort, or confusion.
• Ethnomethods: Ethnomethodologists are interested in the
practical methods and techniques people use in their everyday
lives to create and maintain social order. These methods
include various forms of interaction, such as conversations,
gestures, body language, and other everyday practices.
• Parent-Child Interactions:
• Ethnomethodology can be applied to the study of parent-child
interactions. Researchers might investigate how parents and
children interpret each other's actions and words. For
instance, a child's request for candy may be analyzed in terms
of how parents interpret and respond to it, depending on the
context and their common-sense knowledge of appropriate
behavior.
• Breaching Experiments: Ethnomethodologists may
conduct "breaching experiments" where they deliberately
violate social norms and expectations to observe how
people react and adapt. These experiments reveal the
importance of everyday routines and normative behaviors
in maintaining social order.
• Workplace Meetings:
• In the workplace, ethnomethodology can be used to
understand how employees interpret and navigate office
dynamics during meetings. For example, the use of humor
by a colleague might be examined to understand how it
shapes the group's dynamics and individual reactions.