Please do not use course hero or chegg or any site like that we use turn it and they check heavily for plagerism. Please read the instructions carefully
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I ALSO NEED 3 RESPONSES TO MY CLASSMATE’S DISCUSSION ONCE IT’S POSTED. I WILL SEND YOU THEIR DISCUSSION SO YOU CAN REVIEW IT AND ANSWER IT. MAKE SURE ITS 3 SEPARATE RESPONSES FOR THE 3 CLASSMATES.
PLEASE ANSWER EACH DISCUSSION RESPONSE SEPARATELY AND ADD THEIR NAMES TO THEIR RESPONSES IN THE ORDER THAT I SEND IT TO YOU
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Chapters 23-25 detail the processes by which identity change takes place for two different kinds of stigmatized groups. As you read though these chapters, consider the ways in which your own identity has changed and developed throughout your life; at one point you were learning to “become” a kindergartener, while later you learned to become an athlete, musician, writer, gamer, dancer, etc.
After reading Chapters 23-25, describe the process by which your identity changed at some point in your life (this does not have to be an example of deviance). Use the models provided in Adler & Adler to discuss the various stages of your identity formation as you changed from “being” one identity to another. As you complete this exercise and read and respond to your classmates’ examples, try to identify as many of the “seven stages of [an identity] career” as you can. Also, see if you observe any ways in which your classmates are “using techniques of neutralization” as they discuss their various identity shifts.
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Read:
Required
Module 5: Module Notes: Deviant Identity
Adler & Adler Part V (pages 253-324, 372-400).
View:
Required
Documentary “Fat and Proud” (in four parts):
Watch the YouTube Video: “Fat and Proud: Part ILinks to an external site.” [Video File][09 Min 41 Sec].
Watch the YouTube Video: “Fat and Proud: Part IILinks to an external site.” [Video File][09 Min 52 Sec].
Watch the YouTube Video: “Fat and Proud: Part IIILinks to an external site.” [Video File][09 Min 12 Sec].
Watch the YouTube Video: “Fat and Proud: Part IVLinks to an external site.” [Video File][08 Min 49 Sec].Read:
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In earlier modules, you have learned about the social construction of deviance and deviant behavior, labeling theory, and other theories for understanding deviance; you have also begun to examine some real-life examples of deviant behavior, and through your field activity (Project 1), you practiced engaging in a deviant act. In this module, we will concentrate on the formation of deviant identities, that is, how folks come to think of themselves in terms of a “deviant” label.
Adler & Adler have proposed seven stages of a “deviant career” (pp. 254-255) to describe this process.
A person is “caught publicly” engaging in a deviant act or “being deviant.”
The news spreads about the deviant act, and the person learns that people are talking “behind their back” about their behavior.
The person begins to develop a “tarnished identity” or feel that they have a “bad reputation” (they become labeled).
A person experiences public shunning or “exclusion” for his/her reputation by former friends and peers.
A person experiences “inclusion” and is welcomed by new “deviant peers.” He/she becomes “cool” in certain circles for the behavior/label/identity.
Others begin to treat him/her differently and his/her credibility is often impacted.
The individual internalizes the label and “becomes” the deviant.
Each person has many identities and social selves that they are juggling at any one time; many of you are students, parents, career people, military personnel, husbands, wives, daughters or sons, all at the same time. Some of these identities are more important in particular social settings; for example, at your child’s school, it is much more relevant that you are a mother than an engineer. However, some of our identities are “master statuses” that we cannot step away from, even for a moment. For example, in America, race “master status,” whether you are “being” a mother, an engineer, a student or a vacationer, you will be doing this as a “White American” or a “Black American” or whatever racial designation you carry with you, because in our culture, race is extremely important and is almost always taken note of by others. Deviant identities often have a “master status” character about them. For example, the documentary “Fat and Proud” details how being “fat” is something that people are “being” in every social setting, and others respond to this identity, whether it is at the gym, at a club, or on a job interview. According to your text, “master statuses” are linked to “auxiliary traits” (social preconceptions) that people associate with the self. Think about the girls in the documentary drawing each of their “slobs” as overweight persons.
When people are labeled as deviant, they may experience devaluation and exclusion in society. According to Irving Goffman, people who are labeled with potentially stigmatizing deviance fall into two categories: “the discreditable” and “the discredited” (p. 255, Adler & Adler). People who can “pass” as normal or hide their “deviant” stigma are “discreditable,” as they can be discredited if their deviant characteristics are revealed, while those who cannot hide their stigma are “discredited.” Individuals use a number of different strategies for adapting to deviant identities and managing stigmas, some of which include “passing” as normal or “covering,” while others strive to “normalize” deviant identities by bringing them forward for discussion and often self-deprecating humor. Deviant stigmas can also be managed by collective effort through movements like “The Fat Acceptance Movement,” Alcoholics Anonymous, MBLA, nudists, etc. These groups are either designed to give those labeled as “deviant” a place to belong, to provide a framework and social setting for the creation of a particular deviant identity, or to attempt to normalize a given deviant status in the larger society. Consider how groups that you belong to—which may not be deviant in nature—foster, promote or encourage a given dimension of your identity.I
