Symbolic interactionism, a sociological theory, delves into how individuals interpret and respond to the world around them. It serves as the foundation of human engagement, focusing on the intricate processes through which people interact and communicate. The basic elements of symbolic interactionism include meaning, language, thinking, and the self, which collectively enable individuals to understand and connect with each other. This essay will explore the principles of symbolic interactionism, its origins, and its practical applications, particularly through the lens of the “Blue Eyes-Brown Eyes” experiment conducted by Jane Elliott.
The Foundations of Symbolic Interactionism
Symbolic interactionism was developed by George Herbert Mead in the early 20th century. Mead posited that the development of the individual is inherently a social process, where meaning is assigned to things through social interactions. He argued that individuals react to situations based on the meanings these situations hold for them, and these meanings are shaped by personal experiences and the sense of self. This theory emphasizes that human actions are not merely responses to external stimuli but are mediated by the interpretation of those stimuli.
Meaning
The first core component of symbolic interactionism is meaning. According to Mead, “humans act towards people or things on the basis of the meanings they assign to those people or things” (Mead, pg. 55). These meanings are not intrinsic to objects or situations but are constructed through social interactions. For instance, a flag might symbolize national pride to one person and oppression to another, depending on their personal experiences and cultural background. This variability in interpretation underscores the subjective nature of meaning in human interactions.
Language
Language is the second fundamental aspect of symbolic interactionism. It serves as the primary medium through which people communicate and construct shared meanings. Without language, the complex process of symbolic interaction would be impossible. Language allows individuals to convey their thoughts, feelings, and intentions, facilitating mutual understanding and collaboration. Through language, symbols are given meaning, and these symbols form the basis of human communication.
Thinking
Thinking, or the interpretation of symbols, is the third element of symbolic interactionism. It refers to an individual’s ability to process and internalize the symbols and meanings encountered in social interactions. Thinking modifies an individual’s thought processes, enabling them to interpret the world around them. This cognitive process is dynamic, as it continually evolves based on new experiences and interactions.
The Self
The concept of the self, the fourth component, is central to symbolic interactionism. The self is developed through social interactions and is reflective, meaning that individuals can see themselves from the perspective of others. This concept is often referred to as the “looking glass self,” a term coined by Charles Horton Cooley, which suggests that individuals form their self-image based on how they believe others perceive them. This reflective process shapes one’s identity and behavior, as individuals strive to align their actions with the expectations and reactions of others.
Practical Application: The Blue Eyes-Brown Eyes Experiment
A poignant example of symbolic interactionism in practice is the “Blue Eyes-Brown Eyes” experiment conducted by Jane Elliott in 1968. This exercise was designed to illustrate the arbitrary and learned nature of prejudice and discrimination. Following the assassination of Martin Luther King Jr., Elliott, a third-grade teacher, divided her all-white class based on eye color, declaring that blue-eyed children were superior to brown-eyed children.
Implementation and Impact
During the exercise, blue-eyed children were given preferential treatment and were told they were smarter and better than their brown-eyed peers. The results were immediate and striking. The “superior” blue-eyed children began to exhibit condescending and arrogant behavior, while the “inferior” brown-eyed children became withdrawn, their academic performance declined, and their sense of self-worth diminished. This experiment vividly demonstrated how social constructs and the meanings assigned to arbitrary characteristics could profoundly impact individuals’ behaviors and self-perceptions.
The exercise highlights several key aspects of symbolic interactionism. Firstly, it underscores how meanings are socially constructed and can be manipulated to create divisions and hierarchies. Secondly, it illustrates the power of language in shaping perceptions and interactions. The labels “superior” and “inferior” became symbols that dictated the children’s behaviors and self-images. Lastly, the experiment emphasizes the reflective nature of the self, as the children’s self-concepts were significantly influenced by how they believed others viewed them.
Academic Theories and Symbolic Interactionism
Symbolic interactionism can be further understood through various academic theories that explore the interplay between individual agency and social structures.
Social Constructionism
Social constructionism aligns closely with symbolic interactionism, emphasizing that reality is constructed through social processes and interactions. According to this theory, concepts such as race, gender, and class are not inherent but are created and maintained through collective agreements and societal norms. The “Blue Eyes-Brown Eyes” experiment serves as a powerful illustration of social constructionism, showing how quickly and easily societal hierarchies can be constructed and internalized.
Role Theory
Role theory, another relevant academic framework, examines how individuals assume and enact roles based on societal expectations. Roles are sets of behaviors expected of individuals in particular social positions. In Elliott’s experiment, the children quickly adopted the roles of “superior” and “inferior” based on the social cues and expectations set by their teacher. This rapid role adoption highlights the fluidity of social roles and the influence of societal expectations on individual behavior.
The Broader Implications of Symbolic Interactionism
Understanding symbolic interactionism has broader implications for addressing social issues such as prejudice, discrimination, and inequality. By recognizing that meanings are socially constructed and can be deconstructed, individuals and societies can challenge and change harmful stereotypes and biases. Education and awareness programs, like Elliott’s exercise, can help people see the arbitrary nature of discrimination and promote more inclusive and equitable social interactions.
Conclusion
Symbolic interactionism provides a powerful lens through which to understand human behavior and social interaction. By focusing on the construction of meaning, the role of language, the process of thinking, and the development of the self, this theory illuminates the complexities of human engagement. The “Blue Eyes-Brown Eyes” experiment by Jane Elliott serves as a vivid example of how these concepts operate in practice, demonstrating the profound impact of social constructs on individual behavior and self-perception. Through the application of symbolic interactionism and related academic theories, we can gain deeper insights into the mechanisms of social interaction and work towards a more just and empathetic society.