READING GUIDE - EMOTIONS AND SOCIAL MOVEMENTSTEXT Interactionist Approaches to the Study of Emotion 1.What five assumptions reflect an interactionist approach to emotions? emotions are inherently social emotions are embodied emotions are self feelings emotions are determined by our group affiliations emotions are subject to acts of management2.What is the four factor model of emotion? Physiology cognition (meaning making) label expression 3.What does it mean to say that some emotions are role-taking emotions? What are some examples? How are they linked to social control? Emotions that are dependent on taking the role of others. Include embarrassment, shame, and guilt, and empathy, sympathy, and pride. Social control: Our desire to avoid shame and feel pride can lead to conformity.4.What is emotional culture? How is it gendered?! How do people learn it and what does emotional capital have to do with it? emotional culture: Consists of feeling rules, or norms that guide how you are expected to feel and express emotions in various situations. Gendered Emotional Culture: norms suggest that softer emotions such as caring or sadness are more appropriate for women and that harder emotions such as pride and anger are more appropriate for men  Emotional Capital: form of capital that or resource often gained in childhood that prepares you for emotional demands of a type of work. 5. What is emotion work and emotional labor?! What is the different between preparatory, in situ, and retrospective emotion work? Emotion Work (or “management”): Changing how one expresses or experiences emotion in the private setting Emotional labor: a form of emotion management that occurs in the workplace. It as monetary value and the benefit goes to the employer not the performer. Preparatory emotion work: emotion work that occurs prior to a public and emotion inducing performance (ex: transgenders before they come out) In situ emotion work: the emotion that occurs during public “front stage” performances Retrospective emotion work: follows public performances. Involves creating a narrative around ones successes and failures so to manage future negative feelings about future performancesSmith, Allen and Sherryl Kleinman. 1989. “Managing Emotions in Medical School: Students’ Contacts with the Living and the Dead.” Social Psychology Quarterly , 52:56-69. 1. What research methods did Smith and Kleinman use? -studied students as they encountered the human body in clinical situations during first three years at medical school for two and a half years. Place of study were the anatomy lab, physical diagnosis course classroom, and in clinical clerkships. Focused on major body contact situations. Conducted open ended, in depth interviews with residents, physicians, nurses, spouses, and counselors.2. What is professional socialization? Emotional socialization?-Professional socialization is the process by which individuals acquire the specialized knowledge, skills, attitudes, values,norms, and interests needed to perform their professional roles acceptably.-emotional socialization: the ability to control your emotions according to the situation.3. What kinds of emotional problems did students face? - Medical students sometimes feel attracted to or disgusted by the human body. They want to do something aboutthese feelings, but they find that the topic is taboo.- Embarrassment, disgust, arousal- Though they are rarely aroused, students worry that they will be. They feel guilty, knowing that sexuality is proscribed in medicine, and they feel embarrassed.- They find parts of their training, particularly dissection and the autopsy, bizarre or immoral4. What were students’ five strategies of emotion management? - Transforming the contact: Students transform the person into a set of esoteric body parts and change their intimate contact with the body into a mechanical or analytic problem.- Accentuating the positive: excitement, satisfaction- Using the patient: Students sometimes take patients' feelings into account as a means of managing their owndiscomfort. They do this in two different ways: empathizing with the patient and blaming the patient.- Laughing about it: relieves tension without confessing weaknesses- Avoiding the contact: Students sometimes avoid the kinds of contact that give rise to unwanted emotions. They control the visual field during contact, and eliminate or abbreviate particular kinds of contact.5. What consequences did the students’ emotion management have on their home life?-Mysterious and romantic meanings are publicly discarded, and students are not sure what their world will be like without them. They try to shift culturally sacred meanings from the body to the abstract person, and their efforts do diminish the uncomfortable feelings that spill over into medicine from their personal lives. Yet the new perspective is sometimes awkwardat school, and it creates other issues for students as medical neutrality spills over into their personal lives. For some students, medical training creates a problem as new meanings for the body and for body contact go home with them at night. The clinical perspective enters into moments of contact with spouses and friends, an arena where personal meanings are important. Particularly in the sexual domain, the progres-sive neutralization of the body threatens personal meanings that the students have long attached to physical intimacy. Without alter-native meanings that could promise a compa-rable sense of attachment and gratification, some students fear that the special power of intimacy may be lost as they neutralize the body for medicine. Acknowledging the threat-ening quality of intimacy in personal life, some students are also concerned that they may bring their emotion management strate-gies home and use them in unhealthy ways to minimize personal pains.Cahill, Spencer and Robin Eggleston. 1994. “Managing Emotions in Public.” Social Psychology Quarterly 57:300- 312. 1. concepts: interpersonal emotion management (work), incivil attentions, open person, non-person status- interpersonal emotion management (work): trying to influence the way another person or persons feel- incivil attentions: discussed and talked past as if absent- open person: can be drilled with questions and addressed at will about their condition and the technicalmeans of their mobility-