The role of (also rÃÆ'Â'le or social role ) is a set of related behaviors, rights, obligations, beliefs and norms as conceptualized by an insider social situation. This is a behavior that is expected or free or constantly changing and may have certain social or social status. It is important for the functionalist and interactionist understanding of society. The social role suggests the following about social behavior:
- The division of labor in society takes the form of interaction between heterogeneous special positions, we call roles.
- Social roles include appropriate forms of behavior and action permitted that reappear in a group, guided by social norms, generally known and hence determine expectations for appropriate behavior in this role, which further explains where one is in society.
- Roles are occupied by individuals, called actors. When individuals agree on a social role (that is, they assume the role is legitimate and constructive), they will be charged for adjusting to the role norm, and will also be charged for punishing those who violate the role norm.
- Changed conditions may make the social role out of date or invalid, in which social pressure tends to lead to a change of role.
- Anticipate rewards and punishments, and prosocial behavioral satisfaction, explaining why agents fit role requirements.
Role ideas are examined in the social sciences, more specifically economics, sociology and organizational theory.
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Determinants and characteristics
Roles can be attained or deemed to originate or they can be intentional in different situations. The earned role is a voluntarily assumed position that reflects personal skills, abilities, and endeavors. The role given is the position given to the individual or group regardless of achievement but because of certain characteristics beyond their control, (Stark 2007), and is usually forced on a person.
Roles can be semi-permanent ("doctor", "mother", "child"), or they can be temporary. A famous example is the role of pain formulated by Talcott Parsons in the late 1940s. In a temporary "sick role", a person is released from their regular role, but is expected to adapt to standards of temporary behavior, such as following a doctor's orders and trying to recover.
For many roles, individuals must meet certain conditions, biological or sociological. For example, a boy usually can not take on the mother's biological role. Other roles require training or experience. For example, in many cultures, physicians should be educated and certified before practicing medicine.
Role-building can be influenced by a number of additional factors, including social, genetic, cultural or situational predisposition.
- People's Influence: Community structures often shape individuals into specific roles based on the social situations they choose to experience. Parents who enroll their children in certain programs at a young age increase the likelihood that the child will follow the role.
- Genetic predisposition: People take on a role that becomes natural to them. Those with athletic ability generally take on the role of the athlete. Those with mental genius often take a role devoted to education and knowledge. This does not mean that people have to choose only one path, each individual can repeat a double role (ie Evelyn can be a point guard on the basketball team and editor of his school newspaper).
- Cultural influences: Different cultures place different values ​​on specific roles based on their lifestyles. For example, soccer players are considered to be higher in European countries than in the United States, where football is less popular.
- Situational influences: Roles can be created or changed based on a person's situation placed outside of their own influence.
Roles are also often intertwined in a set of roles, complementing the role relationships in which people are involved based on the status of a particular social status (Merton 1957). For example, high school football players carry student roles, athletes, classmates, etc.
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Role theory
Role theory is a sociological study of role development, which deals with explaining what forces cause people to develop expectations of their own and others' behaviors. According to sociologist Bruce Biddle (1986), the five main models of role theory include:
- The Functional Role Theory, which examines the development of roles as a common social norm for certain social positions,
- The Symbolic Interaction Symbol Theory, which tests the development of roles as a result of the individual's interpretation of the response to behavior,
- Structural Role Theory, which emphasizes the influence of society rather than individuals in roles and uses mathematical models,
- Organizational Role Theory, which tests role development in the organization, and
- The Theory of Cognitive Roles, summarized by Flynn and Lemay as "the relationship between hope and behavior"
Role in functionalist and consensus theory
The functionalist approach to role theory, borrowed largely from anthropology, sees "role" as a set of expectations that society places on individuals. With the unspoken consensus, certain behaviors are considered "appropriate" and others "inappropriate". For example, the right doctor's dress is quite conservative, asking a series of personal questions about one's health, touching one in the normally forbidden way, prescribing, and showing more concern for the client's personal well-being than is expected of, say, an electrician or shopkeeper.
"Role" is what the doctor do (or, at least, expected to do) while the status is what the doctor is; in other words, "status" is the position an actor occupies, while "role" is the behavior that is expected to stick to that position. The role is not limited to the status of work, of course, nor is the fact that a person plays a role in the "doctor" role during working hours prevents someone taking another role at another time: spouse, friend, father/mother, and so on.
In social theory of interactionism, the concept of role is very important. The interactionist definition of "role" is a functional pre-date. The role, in this conception, is not fixed or determined but something that is continually negotiated between individuals in a tentative and creative way. Philosopher George Herbert Mead explores roles in his work in 1934, Mind, self and society. Mead's main interest is the way in which children learn how to be part of society by taking an imaginative role, observing and imitating others. This is always done in an interactive way: it does not mean thinking about the role for one person only, just for that person as an individual working together and competing with others. Adults also behave similarly: take the role of the people they see around them, adapt them in creative ways, and (through the process of social interaction) test them and confirm them or modify them. This can be most easily seen in meetings where there is considerable ambiguity, but remains something that is part of all social interaction: individuals are actively trying to "determine the situation" (understand their role in it); select a favorable or interesting role; play that role; and persuade others to support the role.
Social norm theory
The theory of social norms states that many people's behavior is influenced by their perception of how other members of their social group behave. When individuals are in a state of deindividuation, they see themselves only in terms of group identity, and their behavior tends to be guided by group norms only. But while group norms have a strong influence on behavior, they can only guide behavior when they are activated by a clear reminder or with subtle cues. People adhere to social norms through enforcement, internalization, sharing of norms by members of other groups, and frequent activation (Smith 2007). Norms can be established through penalties or rewards. Individuals are rewarded to live up to their roles (ie students get "A" on their exams) or are punished for not completing the task of their role (ie a seller is dismissed for not selling enough products).
The theory of social norms has been applied as an environmental approach, with the aim of influencing individuals by manipulating their social and cultural environments. It has been widely applied using social marketing techniques. Normative messages are designed for delivery using various media and promotional strategies to reach target populations effectively. Social norm theory has also been successfully applied through strategies such as curriculum infusions, creating press coverage, policy development, and small group discovery. (Main Frame 2002)
Planned behavior theory
People display reactance by resisting threats to their freedom of action when they find inappropriate norms. Attitudes and norms usually work together to influence behavior (directly or indirectly). The theory of planned behavior intentions is a function of three factors: attitudes about behavior, social norms relevant to behavior, and perception of control over behavior. When attitudes and norms disagree, their influence on behavior will depend on their relative accessibility.
Team role theory
As described in Working Group by Engleberg and Wynn, team's role theory is when "members assume roles that are compatible with their personal characteristics and skills". Meredith Belbin, a psychologist, first explored the concept of team-role theory in the 1970s when he and his research team made team observations and wanted to find out what made the team work and what did not. According to Belbin and his research team, "this study reveals that the difference between success and failure for the team does not depend on factors like intellect, but rather on behavior" (Belbin). They began to identify separate behavioral groups and found that behavior was more influential on the team than anything else. This separate group of behaviors is known as the "Team Role". The nine "team roles" are as follows: coordinator/chairman, builder, innovator, resource investigator, monitor/evaluator, implementer, team worker, complement/expert, and specialist.
Role conflict and role confusion
There are situations in which a set of prescribed behaviors that characterize roles may cause cognitive dissonance in individuals. Role conflict is a special form of social conflict that occurs when a person is forced to take two different roles and is not compatible at the same time. For example, one can find conflict between her role as mother and her role as a company employee when her child's demands of time and attention divert her attention from the needs of her employer. Similarly, role confusion occurs in situations where an individual has difficulty determining which role to play, but where his role is not always incompatible. For example, if a student attending a social event meets his teacher as a fellow guest, he or she must determine whether to relate to the teacher as a student or peer.
Role-enhancement
Role-enhancing or role enrichment refers to situations in which the role held by a compatible person and let alone impose one role has a beneficial spillover effect on the application of other roles. An example that has been studied in depth is an increase between the roles of breadwinner and caretaker (family-enrichment work). Some evidence suggests that role conflict and role enhancement may occur simultaneously, and further evidence suggests that mental health is correlated with low role conflict and high role enhancement. Also certain personality traits, in certain traits related to perceiving and seeking greater levels of support, are associated with lower role conflict and enhanced inter-role enrichment.
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Source of the article : Wikipedia
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