Interactionist theories

Interactionist theories attempt to make the “commonplace strange” by

turning on their heads everyday taken-for-granted behaviors and
interactions between students and students and between students and
teachers. It is exactly what most people do not question that is most
problematic to the interactionist. For example, the processes by which
students are labeled “gifted” or “learning disabled” are, from an
interactionist point of view, important to analyze because such processes
carry with them many implicit assumptions about learning and children
(Ballantine and Spade, 2004).
People construct their roles as they interact; they do not merely learn the
roles that society has set out for them. As this interaction occurs, individuals
negotiate their definitions of the situations in which they find themselves and
socially construct the reality of these situations. In so doing, they rely heavily
on symbols such as words and gestures to reach a shared understanding of
their interaction. Symbolic interactionism is a micro theory.
This perspective focuses on social interaction in the classroom, on the
playground, and in other school venues. Specific research finds that social
interaction in schools affects the development of gender roles and that
teachers’ expectations of pupils’ intellectual abilities affect how much pupils
learn.
Symbolic Interactionism
Interactionist theory has its origin in the social psychology of early twentieth-
century sociologists George Herbert Mead and Charles Horton Cooley. Mead
and Cooley examined the ways in which the individual is related to society
through ongoing social interactions. This school of thought, known as
symbolic interactionism, views the self as socially constructed in relation to
social forces and structures and the product of ongoing negotiations of
meanings. Thus, the social self is an active product of human agency
rather than a deterministic product of social structure.
The basic idea is a result of interaction between individuals mediated by
symbols in particular, language. The distinctive attributes of human behavior
grow from people’s participation in varying types of social structure which
depend in turn, on the existence of language behavior.
Symbolic interactionists are, of course, interested not simply in socialization
but also in interaction in general, which is of “vital importance in its own
right.” Interaction is the process in which the ability to think is both
developed and expressed. All types of interaction, not just interaction during
socialization, refine our ability to think. Beyond that, thinking shapes the
interaction process. In most interactions, actors must take others into
consideration and decide if and how to fit their activities to others. However,
not all interaction involves thinking.
PRINCIPLES OF SYMBOLIC INTERACTIONISM
1. Human beings unlike lower animals, are endowed with a capacity for
thought.
2. The capacity for thought is shaped by social interaction.
3. In social interaction, people learn the meanings and the symbols that
allow them to exercise their distinctively human cavity for thought.
4. Meanings and symbols allow people to carry on distinctively human
action and interaction.
5. People are able to modify or alter meanings and symbols that they use
in action and interaction on the basis of their interpretation of the
situation.
6. People are able to make these modifications and alterations because,
in part, of their ability to interact with themselves, which allows them
to examine possible courses of action, assess their relative advantages
and disadvantages, and then choose one.
7. The intertwined patterns of action and interaction make up groups and
societies.

Interactionist theory, also known as symbolic interactionism, is a sociological

perspective that focuses on the micro-level interactions and meanings that
individuals assign to their social world. It emphasizes the subjective
interpretations and social construction of reality through ongoing social
interactions. Here are the basic assumptions and features of interactionist
theory:

Meaning and Interpretation: Interactionist theory assumes that individuals

interpret and assign meaning to the world around them based on their social
interactions. It emphasizes that meanings are not inherent in objects or
events but are constructed through social processes. People act based on
the meanings they attribute to situations, and these meanings can vary
among individuals and social groups.
Symbolic Communication: Interactionist theory highlights the significance of
symbols and language in shaping social interactions. Symbols, which can be
words, gestures, or objects, carry shared meanings within a particular social
context. People use symbols to communicate with one another, create
shared understandings, and negotiate meanings in their interactions.

Social Construction of Reality: Interactionist theory argues that reality is

socially constructed through ongoing interactions. Individuals co-construct
reality through their everyday encounters and negotiations with others.
Reality is not an objective, fixed entity but is shaped by the meanings
assigned to it by individuals and the social processes in which they engage.

Self and Identity: Interactionist theory places emphasis on the development

of self and identity through social interactions. It suggests that individuals
form their sense of self and identity based on how they perceive others'
reactions to them and the meanings they attach to these interactions. The
self is viewed as a dynamic and fluid concept that is constantly shaped and
influenced by social interactions.

Role-Taking and Perspective: Interactionist theory emphasizes the

importance of role-taking, which involves imagining and understanding the
perspective of others in social interactions. Individuals engage in
perspective-taking to anticipate how others may interpret their actions and
adjust their behavior accordingly. Role-taking enables individuals to navigate
social situations and coordinate their actions with others.

Social Order and Deviance: Interactionist theory explores how social order is
established and maintained through shared meanings and social norms. It
recognizes that individuals negotiate and interpret social norms in their
interactions, and deviance occurs when individuals violate or challenge these
shared meanings and expectations. Interactionists study how deviance is
socially constructed and how individuals respond to and label deviant
behavior.

Everyday Life and Social Interaction: Interactionist theory focuses on the

significance of everyday life and the routines of social interaction. It
examines how individuals create and negotiate meaning in mundane,
everyday situations. Interactionists study face-to-face interactions, small
groups, and the dynamics of social encounters to understand how individuals
shape and are shaped by their social environment.

Interactionist theory provides valuable insights into the micro-level processes

of social interaction and meaning-making. It emphasizes the subjective
nature of social reality and highlights the agency of individuals in shaping
their social world through ongoing interactions. This perspective
complements other sociological theories by focusing on the lived
experiences of individuals and the micro-level dynamics that contribute to
larger social phenomena.

In the sociology of education, interactionist and interpretive theories provide

valuable frameworks for understanding the social dynamics and processes
within educational settings. These theories emphasize the role of social
interactions, meanings, and interpretations in shaping educational
experiences. Here are some key interactionist and interpretive theories
related to the sociology of education:

Symbolic Interactionism: Symbolic interactionism, a core theory within

interactionist sociology, examines how individuals engage in social
interactions and assign meanings to symbols and gestures. In the context of
education, symbolic interactionism focuses on how students and teachers
construct meaning in the classroom through verbal and nonverbal
communication. It explores the role of symbols, language, and gestures in
shaping educational experiences and the development of identities and self-
concepts.

Labeling Theory: Labeling theory, which emerged from symbolic

interactionism, explores the effects of societal labels and stigmatization on
individuals' self-identity and behavior. In the context of education, labeling
theory examines how students are labeled and categorized based on their
perceived abilities, behaviors, or social characteristics. It investigates how
these labels influence students' self-perception, academic performance, and
educational trajectories, and how labeling processes contribute to
educational inequality.