MODULE 2

THE SELF IN SOCIOLOGY AND ANTHROPOLOGY

Course: GE 1, Understanding the Self
Time Frame: Week 3
Suggested Duration: 3 hours

I. MODULE OVERVIEW
People do not develop their identities in isolation. From birth, individuals interact with their
families, schools, peer groups, communities, religious organizations, media, and other social
institutions. These interactions influence how people think, behave, communicate, and understand
themselves.

Sociology examines how society, relationships, social groups, institutions, and social expectations
shape the self. Anthropology examines how culture, beliefs, traditions, practices, language, and
shared ways of life influence personal and group identity.

Through these perspectives, the self is understood not only as an individual identity but also as a
product of social interaction and cultural experience.

II. LEARNING OBJECTIVES

At the end of the module, the students should be able to:

1. describe the social construction of the self;

2. explain how social interaction influences personal identity;
3. discuss selected sociological theories of the self;
4. explain how culture shapes beliefs, values, and behavior;
5. analyze how social norms affect self-identity; and
6. appreciate the importance of cultural diversity and social relationships.

III. CONTENT GENERALIZATION

Culture and society shape personal identity.

An individual’s understanding of the self develops through interaction with family members, peers,
schools, communities, institutions, and the wider society. Culture provides shared beliefs, values,
symbols, practices, and expectations that influence how people understand themselves and others.

IV. INTENDED LEARNING OUTCOMES

At the end of the module, the students will be able to:
 1. explain how social norms affect self-identity;
2. identify the major agents of socialization;
3. apply sociological and anthropological concepts to real-life situations;
4. examine how family, community, and culture influence personal identity;
5. distinguish ethnocentrism from cultural relativism; and
6. reflect on how social and cultural experiences have shaped their identity.

V. PRE-LEARNING ACTIVITY
Activity 1: Who Helped Shape Me?
Complete the statements below:

1. From my family, I learned that...

2. From my school, I learned that...
3. From my friends, I learned that...
4. From my community, I learned that...
5. From social media, I learned that...
6. From Filipino culture, I learned that...

After completing the statements, answer the following questions:

1. Which group has influenced you the most?

2. Which values did you learn from your family?
3. Have you ever changed your behavior because of other people’s expectations?
4. Would you have the same identity if you had grown up in a different country or culture?

The activity shows that identity is influenced by relationships, society, and culture.

VI. THE SELF FROM A SOCIOLOGICAL

PERSPECTIVE
A. What Is Sociology?
Sociology is the systematic study of society, social relationships, social groups, institutions, and
human interaction.

Sociologists examine how people are influenced by:

 families;
 schools;
 peer groups;
 communities;
 religious institutions;
 workplaces;
  government;
 mass media;
 social media; and
 social expectations.

From a sociological perspective, the self develops through continuous interaction with other people.

B. The Social Construction of the Self

The term social construction of the self means that people develop their identity through social
experiences and interactions.

Although individuals possess personal characteristics, society influences how they:

 define themselves;
 understand appropriate behavior;
 develop values;
 perform social roles;
 express emotions;
 judge success and failure; and
 relate to others.

Real-Life Example

A child is not born knowing how to greet elders by saying “po” and “opo.” The child learns these
expressions through family and cultural interaction.

Eventually, using respectful language becomes part of the child’s behavior and identity.

This shows that some aspects of the self are learned socially.

VII. SOCIOLOGICAL THEORIES OF THE

SELF
A. Charles Horton Cooley: The Looking-Glass Self
Charles Horton Cooley proposed that individuals develop their self-concept by imagining how other
people see them.

This process is called the looking-glass self.

It involves three stages:

1. We imagine how we appear to other people.

2. We imagine how other people evaluate us.
3. We develop feelings about ourselves based on these imagined judgments.
The people around us function like a mirror. Their reactions influence how we see ourselves.

Real-Life Example

A student gives a class presentation.

After the presentation, classmates smile, applaud, and say that the student explained the topic
clearly. The student may begin to see oneself as a confident and effective speaker.

However, if classmates laugh or criticize the student, the student may begin to believe that he or she
is poor at public speaking.

Important Point

People do not always interpret others’ opinions correctly. Sometimes, individuals assume that
others are judging them even when no judgment is happening.

Application to Social Media

Social media can strengthen the looking-glass self because people may judge their value through:

 likes;
 shares;
 followers;
 comments;
 reactions; and
 online approval.

A person may feel attractive or successful when a post receives many reactions. The same person
may feel ignored or unimportant when a post receives few reactions.

Personal worth, however, should not depend completely on social approval.

B. George Herbert Mead: The “I” and the “Me”

George Herbert Mead explained that the self develops through social interaction.

He identified two aspects of the self:

1. The “I”

The “I” represents the spontaneous, creative, personal, and unpredictable side of the individual.

It is the part that responds freely to situations.

2. The “Me”

The “Me” represents the socialized side of the individual.

It includes the expectations, rules, values, and attitudes learned from society.

Real-Life Example

A student wants to speak loudly and make jokes during a formal school ceremony.

 The “I” wants to act spontaneously.

 The “Me” reminds the student that the ceremony requires respectful behavior.

The person’s behavior results from the interaction between the “I” and the “Me.”

C. Mead’s Stages of Self-Development

Mead described stages through which children develop social awareness.

1. Preparatory Stage

Children imitate the actions of other people without fully understanding their meaning.

Example:

A young child pretends to cook because the child sees a parent preparing food.

2. Play Stage

Children take the role of one significant person at a time.

Example:

A child pretends to be a teacher and acts according to what the child thinks a teacher does.

3. Game Stage

Children understand several roles and rules at the same time.

Example:

In a basketball game, a child understands the roles of teammates, opponents, referees, and coaches.

D. The Generalized Other

The generalized other refers to the broader expectations of society.

It represents an individual’s awareness of what the community generally considers appropriate or

inappropriate.

Real-Life Example
A student lowers their voice inside a library even when no librarian gives a reminder. The student
has already internalized the social expectation that people should remain quiet in a library.

E. Erving Goffman: The Dramaturgical Perspective

Erving Goffman compared social interaction to a theatrical performance.

According to the dramaturgical perspective, people present different versions of themselves

depending on the social situation.

Front Stage

The front stage is where individuals perform a role in front of other people.

Examples:

 a teacher speaking formally inside the classroom;

 an employee behaving professionally during a meeting;
 a student presenting a report;
 a content creator carefully preparing an online post.

Back Stage

The back stage is where individuals relax and behave more privately.

Examples:

 a teacher resting in the faculty room;

 an employee speaking casually with close friends;
 a student practicing before a presentation;
 a content creator preparing or editing a post.

Impression Management

Impression management refers to the effort people make to control how others see them.

This may involve:

 choosing appropriate clothing;

 changing one’s tone of voice;
 preparing what to say;
 controlling facial expressions; and
 selecting what to post online.

Real-Life Example

A student may appear confident during a class presentation even though the student feels nervous.
The student practices, dresses appropriately, and speaks clearly to create a good impression.
This does not always mean the person is being dishonest. People naturally adjust their behavior
according to different situations.

VIII. SOCIALIZATION AND THE

DEVELOPMENT OF THE SELF
A. What Is Socialization?
Socialization is the lifelong process through which individuals learn the values, beliefs, behaviors,
language, roles, and expectations of society.

Through socialization, people learn:

 how to communicate;
 how to behave in public;
 how to perform social roles;
 what society considers acceptable;
 how to respond to authority;
 how to relate to other people; and
 how to understand themselves.

B. Agents of Socialization
1. Family

The family is usually the first and most influential agent of socialization.

From the family, individuals may learn:

 language;
 manners;
 religious beliefs;
 discipline;
 family responsibilities;
 gender expectations;
 cultural traditions; and
 attitudes toward education.

Real-Life Example

A child who is taught to greet elders respectfully may carry this behavior into adulthood.

2. School

Schools teach academic knowledge and social behavior.

Students learn:

 punctuality;
 cooperation;
 competition;
 discipline;
 respect for authority;
 responsibility;
 teamwork; and
 achievement standards.

Schools also influence how students evaluate their abilities.

Real-Life Example

A student who frequently receives praise in mathematics may begin to identify as a person who is
good with numbers.

3. Peer Groups

Peer groups strongly influence identity, especially during adolescence and early adulthood.

Peers may influence:

 clothing;
 language;
 hobbies;
 music preferences;
 attitudes;
 relationships;
 study habits; and
 risk-taking behavior.

Real-Life Example

A student may begin using certain expressions because these are commonly used by friends.

Peer influence may be positive or negative.

Positive peer influence may encourage studying, exercise, or community involvement. Negative
peer influence may encourage dishonesty, substance use, bullying, or irresponsible behavior.

4. Religious Institutions

Religious institutions may influence:

 moral beliefs;
 spiritual identity;
 values;
  rituals;
 community participation; and
 views about right and wrong.

Real-Life Example

A person may choose to forgive someone because forgiveness is emphasized by the person’s faith.

5. Community

The community influences identity through local traditions, language, celebrations, relationships,
and shared experiences.

Real-Life Example

A student who regularly participates in barangay activities may develop a strong sense of
community responsibility.

6. Mass Media and Social Media

Media introduces people to information, lifestyles, values, beauty standards, political ideas, trends,
and role models.

Social media allows individuals not only to receive information but also to present their identities
publicly.

Real-Life Example

A student may compare their appearance, lifestyle, or achievements with influencers seen online.

Continuous comparison may affect self-esteem and create unrealistic expectations.

Students should learn to evaluate media messages critically.

IX. SOCIAL STATUS AND SOCIAL ROLES

A. Social Status
A social status is a position occupied by an individual in society.

Examples include:

 student;
 daughter or son;
 sibling;
 friend;
 employee;
  leader;
 citizen; and
 community member.

Ascribed Status

An ascribed status is usually assigned at birth or received without personal choice.

Examples:

 age;
 family background;
 birth order;
 ethnicity; and
 place of birth.

Achieved Status

An achieved status is obtained through personal effort, decisions, or accomplishments.

Examples:

 college graduate;
 licensed professional;
 athlete;
 class president; and
 business owner.

B. Social Role
A social role refers to the behavior expected from a person who occupies a particular status.

For example, a student is expected to:

 attend classes;
 complete requirements;
 respect classmates;
 follow school policies; and
 participate in learning activities.

Role Conflict

Role conflict occurs when expectations from two or more roles compete.

Real-Life Example

A working student may be required to attend an important meeting at work while also needing to
take a major examination.
The student experiences conflict between the role of employee and the role of student.

Role Strain

Role strain happens when several expectations within one role become difficult to fulfill.

Real-Life Example

A class president may be expected to represent classmates, maintain good grades, organize
activities, resolve disagreements, and communicate with teachers.

All these demands occur within the same role.

X. SOCIAL NORMS AND SELF-IDENTITY

A. What Are Social Norms?
Social norms are shared expectations or unwritten rules about acceptable behavior.

Norms guide how people should behave in particular situations.

Examples include:

 falling in line;
 wearing appropriate clothing;
 respecting elders;
 lowering one’s voice in a library;
 arriving on time;
 observing classroom rules; and
 showing courtesy to visitors.

B. Types of Social Norms

1. Folkways

Folkways are everyday customs and expected behaviors.

Examples:

 saying “thank you”;

 using utensils properly;
 greeting people;
 wearing suitable clothing for an occasion.

Violating folkways may result in embarrassment or mild criticism.

2. Mores
Mores are norms connected to morality and strongly held values.

Examples:

 honesty;
 faithfulness;
 respect for human life;
 protecting children;
 avoiding serious forms of harm.

Violating mores may result in strong disapproval.

3. Laws

Laws are formally written rules enforced by authorities.

Examples:

 traffic regulations;
 laws against theft;
 laws against violence;
 school safety regulations;
 laws protecting individual rights.

C. How Social Norms Affect Identity

Social norms may influence:

 the way individuals dress;

 career choices;
 emotional expression;
 family responsibilities;
 relationships;
 standards of beauty;
 gender expectations;
 ideas of success; and
 acceptable behavior.

Real-Life Example

A student may want to pursue an artistic career but feels pressured to select a profession viewed by
relatives as more stable or prestigious.

The student’s decision may be influenced by social expectations about success.

Positive Effects of Social Norms

Social norms can:

  promote order;
 encourage cooperation;
 protect people;
 guide respectful behavior;
 strengthen relationships; and
 create a sense of belonging.

Negative Effects of Social Norms

Social norms may also:

 pressure people to conform;

 create stereotypes;
 discourage individuality;
 promote discrimination;
 limit personal choices; and
 make people hide important parts of themselves.

Individuals must learn to distinguish between norms that promote well-being and norms that create
harm or unfairness.

XI. CONFORMITY AND DEVIANCE

A. Conformity
Conformity occurs when individuals adjust their behavior to follow group expectations.

Real-Life Example

A student begins studying more seriously because close friends regularly review together.

This is an example of positive conformity.

Another student may join classmates in bullying someone because the student is afraid of being
rejected by the group.

This is an example of harmful conformity.

B. Deviance
Deviance refers to behavior that violates social expectations or norms.

Deviance is not always harmful.

Some forms of deviance may challenge unfair practices and create positive change.

Real-Life Example

A student speaks against a discriminatory practice even though most group members remain silent.

The action may violate the group’s expectation of silence, but it may promote justice and fairness.

XII. THE SELF FROM AN

ANTHROPOLOGICAL PERSPECTIVE
A. What Is Anthropology?
Anthropology is the study of human beings, cultures, societies, biological development, language,
and ways of life.

Anthropologists examine how people from different cultural groups understand:

 identity;
 family;
 gender;
 adulthood;
 morality;
 religion;
 work;
 community;
 death;
 relationships; and
 the meaning of life.

From an anthropological perspective, the self is influenced by the culture in which a person lives.

B. What Is Culture?
Culture refers to the shared beliefs, values, practices, traditions, symbols, language, knowledge, and
ways of life of a group.

Culture is:

 learned;
 shared;
 transmitted;
 symbolic;
 adaptive; and
  constantly changing.

People are not born knowing a culture. They learn it through interaction.

C. Elements of Culture
1. Language

Language allows people to communicate ideas, emotions, beliefs, and experiences.

Language also influences identity and belonging.

Real-Life Example

A person who speaks Cebuano, Filipino, and English may express different parts of identity
depending on the situation.

The person may use Cebuano at home, Filipino in national conversations, and English in academic
work.

2. Values

Values are shared ideas about what is desirable, important, right, or good.

Examples of commonly discussed Filipino values include:

 respect for elders;

 close family ties;
 hospitality;
 cooperation;
 resilience;
 gratitude; and
 concern for others.

Values can guide behavior, but they may also be interpreted differently depending on the situation.

3. Beliefs

Beliefs are ideas that individuals or groups accept as true.

Beliefs may relate to:

 religion;
 health;
 morality;
 family;
 nature;
 luck;
  education; and
 social relationships.

4. Symbols

Symbols are objects, words, gestures, or images that carry shared meanings.

Examples include:

 the Philippine flag;

 school uniforms;
 wedding rings;
 religious objects;
 traditional clothing; and
 national songs.

5. Traditions and Practices

Traditions are practices passed from one generation to another.

Examples include:

 town fiestas;
 family reunions;
 Christmas celebrations;
 religious processions;
 traditional dances;
 local food preparation; and
 community cooperation.

XIII. ENCULTURATION AND

ACCULTURATION
A. Enculturation
Enculturation is the process of learning one’s own culture.

Individuals learn culture through:

 family instruction;
 observation;
 participation;
 storytelling;
  rituals;
 education; and
 daily interaction.

Real-Life Example

A child learns to participate in family celebrations, speak the local language, and observe respectful
behavior toward elders.

B. Acculturation
Acculturation occurs when people adopt some cultural traits from another group because of
continuous interaction.

Real-Life Example

A Filipino student who studies abroad may adopt new food preferences, communication styles, or
study habits while still maintaining Filipino traditions.

Acculturation does not always mean completely abandoning one’s original culture.

XIV. INDIVIDUALISTIC AND

COLLECTIVIST CULTURES
A. Individualistic Cultures
Individualistic cultures commonly emphasize:

 personal freedom;
 independence;
 personal achievement;
 individual rights; and
 self-expression.

People may be encouraged to make decisions based primarily on personal goals.

B. Collectivist Cultures
Collectivist cultures commonly emphasize:

 family responsibility;
 cooperation;
 group harmony;
 community welfare;
 loyalty; and
 shared goals.
People may consider how their decisions affect family members and the wider group.

Real-Life Example

A college graduate receives a job offer in another country.

An individualistic approach may emphasize personal growth, salary, and career opportunities.

A collectivist approach may emphasize family needs, responsibilities, and the impact of migration
on relationships.

Many individuals combine both approaches when making decisions.

XV. FILIPINO CULTURAL CONCEPTS

AND THE SELF
A. Pakikipagkapwa
Pakikipagkapwa recognizes other people as fellow human beings who deserve respect and
concern.

It emphasizes shared identity, empathy, and meaningful relationships.

Real-Life Example

A student helps a classmate understand a difficult lesson instead of viewing the classmate only as a
competitor.

B. Bayanihan
Bayanihan refers to cooperation and collective effort toward a shared goal.

Real-Life Example

Community members work together to distribute relief goods after a natural disaster.

Bayanihan strengthens the idea that the self is connected to the community.

C. Hiya
Hiya may involve a sense of shame, dignity, social sensitivity, or concern about how one’s behavior
affects others.
Hiya can encourage respectful behavior, but excessive hiya may prevent individuals from:

 asking questions;
 seeking help;
 expressing concerns;
 admitting problems; or
 reporting abuse.

D. Utang na Loob
Utang na loob refers to a deep sense of gratitude and the desire to return kindness.

It may strengthen relationships and encourage loyalty.

However, it may become problematic when someone is pressured to repay a favor by doing
something unethical.

Gratitude should not remove a person’s ability to make responsible moral decisions.

E. Pakikisama
Pakikisama refers to maintaining smooth relationships and group harmony.

It can encourage cooperation and friendship.

However, excessive pakikisama may lead a person to agree with harmful behavior simply to avoid
rejection.

XVI. ETHNOCENTRISM AND CULTURAL

RELATIVISM
A. Ethnocentrism
Ethnocentrism is the tendency to judge another culture using the standards of one’s own culture.

An ethnocentric person may believe that their own practices are naturally superior.

Real-Life Example

A person laughs at another group’s traditional food because it appears unfamiliar.

The person judges the practice without understanding its cultural meaning.

B. Cultural Relativism
Cultural relativism means understanding a cultural practice within its own cultural context.

It encourages individuals to learn the meaning of a practice before judging it.

Real-Life Example

Instead of criticizing an unfamiliar traditional ceremony, a student asks about its history, meaning,
and importance to the community.

Important Limitation

Cultural relativism encourages understanding, but it does not require people to accept practices that
clearly violate human dignity, safety, or fundamental rights.

XVII. RITES OF PASSAGE

Rites of passage are ceremonies or practices that mark important transitions in a person’s life.

Examples include:

 birth celebrations;
 baptism;
 graduation;
 initiation ceremonies;
 marriage;
 retirement; and
 funeral practices.

These events influence identity by recognizing a person’s transition from one social position to
another.

Real-Life Example

Graduation marks a student’s transition from one stage of education to another. It may also change
how the person is viewed by family and society.

XVIII. CASE ANALYSIS

Case: Carlo and the Family Expectation
Carlo wants to become a chef. His family expects him to become an engineer because several
relatives are engineers. His parents believe engineering provides greater security and social
recognition.

Carlo feels guilty about disappointing his family. He also worries that relatives will judge him if he
chooses culinary arts.
Guide Questions

1. How does Carlo’s family influence his identity?

2. What social norms are present in the situation?
3. What social roles affect Carlo’s decision?
4. How can the looking-glass self explain Carlo’s worries?
5. Is Carlo experiencing role conflict or role strain?
6. How might collectivist values influence the decision?
7. How can Carlo respect his family while making a responsible personal decision?
8. What advice would you give Carlo?

Suggested Analysis

Carlo’s self-concept is influenced by family expectations and ideas about prestigious or secure
professions. Through the looking-glass self, Carlo imagines how his relatives may judge him.

He may experience conflict between his role as an obedient son and his personal identity as
someone interested in cooking.

A responsible solution may involve researching career opportunities, explaining his goals clearly,
listening to his family’s concerns, and developing a practical plan for pursuing culinary arts.

XIX. LEARNING ACTIVITIES

Activity 2: My Agents of Socialization Map
Draw yourself at the center of a page.

Around your name, write the following agents:

 family;
 school;
 peers;
 religion;
 community;
 media; and
 culture.

For each agent, identify:

1. one belief you learned;

2. one behavior you developed;
3. one positive influence; and
4. one influence you would like to examine or change.

Processing Questions
 1. Which agent has influenced you the most?
2. Which influence has helped you grow?
3. Which social expectation has created pressure?
4. Which values do you want to maintain?

Activity 3: Looking-Glass Self Reflection

Think of one comment or reaction from another person that affected how you viewed yourself.

Answer the following:

1. What was said or done?

2. How did you interpret the reaction?
3. How did it affect your self-concept?
4. Was your interpretation accurate?
5. How do you view the experience now?
6. What healthier belief can you develop from it?

Students should avoid revealing experiences they are uncomfortable sharing publicly.

Activity 4: Front Stage and Back Stage

Complete the table.

Situation Front-Stage Back-Stage Reason for the

Behavior Behavior Difference
Inside the classroom
At home
With close friends
During a job
interview
On social media

Reflection Question

Does presenting different versions of yourself mean that you are being dishonest? Explain your
answer.

Activity 5: Social Norms Observation

Observe a public or school setting for ten to fifteen minutes.

Examples:

 classroom;
 library;
 cafeteria;
  school hallway;
 church;
 public transportation terminal; or
 community gathering.

Identify:

1. three social norms being followed;

2. one behavior that violates a norm;
3. the reactions of other people;
4. the purpose of each norm; and
5. whether each norm is helpful, harmful, or neutral.

Students must observe respectfully and should not record people without permission.

Activity 6: Cultural Identity Collage

Create a collage representing your cultural identity.

The collage may include:

 language;
 food;
 clothing;
 music;
 celebrations;
 family traditions;
 local landmarks;
 beliefs;
 symbols;
 community practices; and
 important values.

Write a 200-word explanation answering:

1. What cultural elements are represented?

2. How have these elements shaped your identity?
3. Which cultural practice is most meaningful to you?
4. How has your culture changed over time?

Activity 7: Norm or Pressure?

Read each statement and classify it as:

 helpful social norm;

 harmful social pressure; or
 depends on the situation.
Statements:

1. Respect older people.

2. Choose a career only because relatives approve of it.
3. Help neighbors during emergencies.
4. Avoid asking questions because it may be embarrassing.
5. Dress appropriately for formal occasions.
6. Agree with friends even when they are doing something wrong.
7. Return kindness with gratitude.
8. Judge people based on the number of followers they have.
9. Follow classroom safety rules.
10. Hide personal difficulties to protect the family’s image.

Explain each answer.

XX. FORMATIVE ASSESSMENT

A. Multiple Choice
Choose the best answer.

1. The process through which individuals learn society’s values and behaviors is called:
a. globalization
b. socialization
c. industrialization
d. modernization
2. The looking-glass self was introduced by:
a. George Herbert Mead
b. Erving Goffman
c. Charles Horton Cooley
d. Sigmund Freud
3. According to Mead, the socialized aspect of the self is called the:
a. ego
b. “Me”
c. “I”
d. role
4. The broader expectations of society are represented by the:
a. generalized other
b. looking glass
c. back stage
d. achieved status
5. Goffman compared social interaction to:
a. a biological process
b. a theatrical performance
c. an economic exchange
d. a political campaign
6. Which is an example of an achieved status?
a. eldest child
 b. Filipino citizen by birth
c. licensed teacher
d. teenager
7. Conflict between the demands of being a student and an employee is called:
a. role strain
b. role conflict
c. ethnocentrism
d. enculturation
8. The process of learning one’s own culture is called:
a. acculturation
b. enculturation
c. social deviance
d. cultural rejection
9. Judging another culture using one’s own cultural standards is called:
a. cultural relativism
b. multiculturalism
c. ethnocentrism
d. conformity
10. Understanding a practice according to its cultural context is called:
a. cultural relativism
b. role strain
c. social control
d. ethnocentrism

B. Identification
Identify the concept being described.

1. The spontaneous and creative aspect of the self

2. The effort to control how others see us
3. Shared expectations regarding appropriate behavior
4. A social position assigned without personal choice
5. Cooperation and collective action within a Filipino community
6. Deep gratitude for kindness received
7. Maintaining smooth relationships with others
8. A ceremony marking an important life transition
9. The process of adopting some traits from another culture
10. The study of human culture and ways of life

C. Short-Answer Questions
1. Explain the social construction of the self.
2. How does the family shape personal identity?
3. Explain Cooley’s looking-glass self using a real-life example.
4. Differentiate the “I” from the “Me.”
5. How does social media influence self-identity?
6. What is the difference between role conflict and role strain?
7. Explain one positive and one negative effect of social norms.
8. Differentiate ethnocentrism from cultural relativism.
 9. How does language influence cultural identity?
10. How can Filipino cultural values affect individual decisions?

XXI. PERFORMANCE TASK

Social and Cultural Autobiography
Write a 500 to 700-word social and cultural autobiography explaining how society and culture have
shaped your identity.

Include the following sections:

A. Family Influence

Discuss values, beliefs, practices, and behaviors learned from your family.

B. School and Peer Influence

Explain how teachers, classmates, friends, and educational experiences influenced your self-
concept.

C. Cultural Identity

Discuss your language, traditions, community practices, beliefs, and cultural background.

D. Social Expectations

Identify one social expectation that has positively influenced you and one expectation that has
created pressure.

E. Personal Reflection

Explain which social and cultural influences you want to maintain, question, improve, or change.

Suggested Rubric

Criteria Percentage
Understanding of sociological and anthropological concepts 30%
Application to personal experiences 25%
Depth of reflection and analysis 25%
Organization and clarity 10%
Grammar and presentation 10%
Total 100%

XXII. REFLECTION
Complete the following statements:

1. I learned that my identity is influenced by...

2. The strongest agent of socialization in my life is...
3. One social norm that helps me is...
4. One social expectation that I need to examine is...
5. One Filipino cultural value that influences me is...
6. I can respect my culture while also...
7. I will become more understanding of other cultures by...

XXIII. MODULE SUMMARY

The self develops through social interaction and cultural experience.

Sociology explains how families, schools, peers, institutions, social roles, and social norms
influence identity.

 Cooley explained that people develop their self-concept partly through the imagined
judgments of others.
 Mead described the self through the interaction of the spontaneous “I” and the socialized
“Me.”
 Goffman explained that people present themselves differently depending on the social
situation.
 Socialization teaches people the values, rules, roles, and behaviors of society.
 Social statuses and roles create expectations that influence behavior.
 Social norms can promote order and cooperation, but they can also create unfair pressure.

Anthropology explains how culture shapes identity.

 Culture includes language, values, beliefs, symbols, and traditions.

 Enculturation teaches individuals their own culture.
 Acculturation occurs through interaction with other cultural groups.
 Individualistic and collectivist cultures emphasize different approaches to identity and
decision-making.
 Filipino cultural concepts such as pakikipagkapwa, bayanihan, hiya, utang na loob, and
pakikisama influence relationships and behavior.
 Cultural relativism promotes understanding, while ethnocentrism may lead to unfair
judgment.

Understanding the social and cultural foundations of the self helps individuals recognize why they
think and behave in certain ways. It also encourages respect for diversity, responsible decision-
making, and critical reflection on social expectations.