The document outlines an autoethnography, dividing it into sections on the past, present, and future. In the past section, it discusses how conflict theory, functionalism, and symbolic interactionism applied to the author's early life experiences with inequality, education, social norms, and beliefs. The present section examines how the author has internalized social influences and how their work and education are affected by socialization and social class. The future section considers the author's goals, potential activism, changes to family relationships, and how they may influence or be influenced by other people.
The document outlines an autoethnography, dividing it into sections on the past, present, and future. In the past section, it discusses how conflict theory, functionalism, and symbolic interactionism applied to the author's early life experiences with inequality, education, social norms, and beliefs. The present section examines how the author has internalized social influences and how their work and education are affected by socialization and social class. The future section considers the author's goals, potential activism, changes to family relationships, and how they may influence or be influenced by other people.
The document outlines an autoethnography, dividing it into sections on the past, present, and future. In the past section, it discusses how conflict theory, functionalism, and symbolic interactionism applied to the author's early life experiences with inequality, education, social norms, and beliefs. The present section examines how the author has internalized social influences and how their work and education are affected by socialization and social class. The future section considers the author's goals, potential activism, changes to family relationships, and how they may influence or be influenced by other people.
conflict theory as it applies/applied inequality in early life (financial, social, filial,
perceptual, causal, educational, anecdotal, and etcetera) functionalism as it applies/applied to elementary education, language acquisition, filial responsibilities, early work experiences, social sensitivity and responsiveness symbolic interactionism as it applies/applied to filially perpetuated norms, values, and beliefs, band nomenclature, aesthetic representation, and ideology
THE PRESENT:
internalized norms, beliefs, values, and pretensions; self-representative bands, music
affiliations current work experience as affected by conflict theory; "my life as a proletariat" preemptive financial/intellectual socialization via academia preemptive social/societal/filial socialization via "college life" socialization of current "existential" responsibilities influencing quality of life (leases, job applications, prioritizing, functions, adaptations, latent pattern maintenances and responsiveness/susceptibility to latent pattern maintenance performed by an outside party, role conflict between student and worker, and etcetera) current sexual orientation, biological sex, enacted gender, physical/physiological appearance, explicit values, observable behavior, perceivable ethnicity, explicit references social class, mannerisms (idiosyncratic, innate, and internalized), current level of matriculation, religion (or lack thereof)
THE FUTURE:
goal attainment (Parsons' AGIL scheme) as it applies to social, geographic, existential,
financial, aesthetic, anecdotal, experiential, physiological, and intellectual aspirations potential activism (marijuana legalization, for instance) filial changes (deaths, births, transfers, excommunications) unwanted or not ideal changes to social, geographic, existential, financial, aesthetic, anecdotal, experiential, physiological, and intellectual status and well-being potential causal impacts and influences on other individuals potential causal impacts and influences by or with other individuals
(LEA's Communication) Patricia Sue Parker-Race, Gender, and Leadership - Re-Envisioning Organizational Leadership From The Perspectives of African American Women Executives - Routledge (2005)