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Unit V. Social Organization
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Instructor's Manual
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Status and Role Set Exercise
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Theme
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DescriptionThis is a brief in-class exercise to illustrate the difference between the concepts of status and role.
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Learning GoalsTo help students distinguish between status and role and remember the relationship between the two concepts.Back to top
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Materials NeededStudent volunteers; books; desks; sign which says STUDENT; blank sheet of paper; marking pen; tape.Back to top
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Procedures
Even though status and role(set) are presented as related but distinct concepts, there is sometimes a tendency for the students to use the term “role” in an all-inclusive manner. This visual presentation is designed to help distinguish between the two concepts, but still depict their interrelatedness.
After presenting the concept in class, I solicit examples from the class. Some students will provide appropriate answers, while others will define status in terms of activities. Creating a status-role tableau is intended to clarify the terms.
Illustrating a status salient to everyone in the class increases the value of the exercise. “Student” would be an obvious choice. Ask for five or six volunteers (depending on how many roles you wish to present). One person is selected to represent the idea of status. She/He stands in front of the class, off to the side, holding the sign with STUDENT on it. Then ask the class to suggest what responsibilities, expectations, and privileges are associated with being a student. As each appropriate idea is offered, a sign is made to label the activity and a volunteer acts out the behavior. For example, studying is often suggested. A sign is made (STUDYING) and taped onto a desk at which the volunteer sits, staring intently at a book or open notebook. This “frozen picture” is created in front of the class, opposite the STUDENT model. The same process is repeated for three or four other “student” roles. The result is a tableau with the status illustrated on one side of the room and the corresponding roles on the other.
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More Information
This show would be followed by discussion which emphasizes the fact that when we identify a person as possessing a particular social position, we tend to distribute specific attitudes and behaviors to that individual. We also do the reverse: if we observe an individual engaged in a particular behavior, we tend to assume the she/he is a(n) “_________.” We identify that person as possibly possessing a particular status.
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Creator/SourceNancy Fischer, Department of Sociology, Anderson University, Anderson, Indiana. Published in Edward L. Kain and Robin Neas (ed.). 1993. Innovative Techniques for Teaching Sociological Concepts (Third Edition). Washington, DC: American Sociological Association, Teaching Resources Center, p. 102.
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Other Comments (Interpretation, possible pitfalls)Students may still confuse the terms, even though remembering the exercise. They may be able to recall the student illustration, but not come up with a different example on their own. The exercise may take more time than instructors are interested in devoting to this topic.Back to top
Nancy Fischer says "this is an idea which I haven’t tried yet, but intend to try next Fall! Consequently, no success/failure rate has been established."