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"When I was a boy" Dar Williams
1. What is your interpretation of this song?
The song "When I was a Boy" by Dar Williams is her reminiscing about when she was a young child. She remembers all the things she did, and remembers how she always acted as more of a boy, than the "traditional" girl. She was always told that she needed protection from a man, or that she needed to act "proper", but she didn’t listen. She did what she wanted to, and didn’t worry about what other people thought. Then she grew up and missed those things. She feels the pressure to conform to the way that society says a girl should be. At the end of the song she is talking to a man, who is portrayed as either her boyfriend or husband, and he tells her that he went through the same thing that she did growing up.
2. Identify at least three agents of socialization in the song (chapter 3). How do the agent of socialization influence the narrator?
Generalized other is a term by George Herbert Mead for society's conscience. His theory is that by children taking on the roles of other people, they learn society's ...
Language is also pivotal in determining Richard’s social acceptance. For instance, Mr. Olin, a white man tries to probe Richard into fighting another black boy. Richard was disturbed. He uses contrast to show his disturbance, “the eye glasses…were forgotten. My eyes were on Mr. Olin’s face.” A certain dramatic irony exists exists when Richard asks, “Who was my friend, the white man or the black boy?” The reader knows it is the black boy. Wright uses detail such as Mr. Olin’s “low, confidential,” voice to create an apocryphally amiable tone. If Richard complies with Mr. Olin’s deceiving language, he would gain the social acceptance of the white men. If not, he would be ostracized as a pariah. Wright uses a metaphor, “my delicately balanced world had tipped” to show his confusion.
The poem starts with the line, “This girlchild was born as usual,” which suggests that as soon as a girl is born, society already expects her to learn the role she will soon play in when she hits puberty (1). Thus, showing why we are given dolls as little girls to illustrate how we should act and appear according to society. After we learn all the roles we will soon take part in, “the magic of puberty,” hits and girls immediately begin applying the ideals to their own lives (5). As if this attempt to conform is not enough we have other people telling us we are not to perfect. “You have a great big nose and fat legs,” says a classmate to the girl (6). This type of pressure can slowly but surely destroy even the little confidence women do have in themselves.
...ts set for them. Children are constantly aware of adults’ choices, and they begin to formulate their own understanding of general values at a young age. When adults are hypocritical of their pre-set standards, it sends children into a state of discombobulation. Staying true to one’s values as an example for children will be beneficial to them as they travel along the highway of childhood and come upon the exit necessary to reach the interstate of adulthood.
To some degree everyone is influenced by social identity, the theory composes the idea that the social world is divided into ...
Rogers, Anissa. Human behavior in the social environment. 2nd ed. New York: Routledge, 2010. Print.
Mead when individuals(kids) engage in games they start to see the roles of themselves and roles of others,
When I think about living in the hypothetical world such as If I were a bird, rich, or president, I usually imagine about it with my wish, hope, and favorable expectation. In her music video, “If I Were A Boy”, Beyoncé acts like a man and behaves in the way she thinks what is like being a man. It reveals gender stereotype that we may have subconsciously, while also implying her hope for women to be strong and positive beyond the gender stereotype.
The other consequence of social classification is that the individual makes the behaviors appropriate to the group prototype for the group (Ashforth and Mael, 1989).
Herbert, Wray. "The Moral Child." U.S. News & World Report . June 3, 1996, pp. 52- 59.
James, A. (1998). From the child's point of view: Issues in the social construction of
In what ways can childhood and youth be understood as social constructions? Illustrate your answer with relevant examples.
To what extent do those around us affect the way we think; they we perceive a situation; or they way we form our prerogatives? There are many different trains of thought, some of which are adopted, others of which are taken into account based on experience and periods of introspection, but there is one that lies with it, a fundamental difference in comparison to others: the group mind. To which it involves several individuals, a group mind is in essence, a collective following to a set of beliefs and/or practices, usually brought together through forms of social pressure and preconceived notions of moral obligation. Furthermore, these groups are often characterized by the absence of individualism and a sense of obliviousness towards how their unspoken rules influences their view of the world as a whole. Moreover, group minds also involve social pressures, often enticing some to forsake their opinions to fit the given status quo of the group. Indeed, humans are social creatures that want to feel as if their participation in a group has value, but without the awareness of how social pressures affect their ability to make decisions and how one can overcome such pressure, they are nothing more but mental toxins, or in other words, group minds.
Throughout the poem two phrases are repeated many times, emphasizing their importance, and giving them more power. As they are repeated the reader is shown the indifference of the narrator when he says, "First they came for the ..." "and I did not speak out Because I was not a..." (Niemöller, 1-6). These phrases and their interchangeable endings show how the narrator does not care who is facing troubles as long as it is not them. This indifference is detrimental because it shows a lack of empathy and cares for others in the narrator. Niemöller's repetition of these two phrases during his poem highlights the narrator's consistent disregard for people different than them. A shift in the pattern of thinking of the narrator is seen when he says, "Then they came for me and there was no one left to speak for me." (Niemöller, 7). After repeatedly ignoring the injustices against others the narrator realizes their mistake when they find themself in the same situation as the people they had previously ignored. This change in how the narrator thinks shows how their lack of action to help others face their injustices was done so partly in ignorance. The narrator had not yet realized that everyone faces struggles at a point during their lives, and that the only way to get through them is by supporting and having the support of
The socialization of humans changes human nature through education. John Locke famously asserted in Some Thoughts Concerning Education that children’s minds are a “blank slate” or tabula rasa that remains empty until it has been molded with experience. Jean Piaget, the first psychologist to make a systematic study of cognitive development in children’s minds, added that human nature evolves from this blank
The lyrics of music play an important part of interpreting the meaning of the song. The roles which women have been allowed by the society to embody have changed drastically. Women may question their roles because of what they see portrayed by popular culture or media. Change in female’s identity can be seen in how women are viewed or how they portray themselves in popular culture specifically through music. In general, music continues to...