Erving Goffman

Bio: Erving Goffman is an academic researcher from University of Pennsylvania. The author has contributed to research in topics: Frame analysis & Social relation. The author has an hindex of 61, co-authored 94 publications receiving 123040 citations. Previous affiliations of Erving Goffman include University of Chicago & National Institutes of Health.

Replies and Responses

Abstract: This paper examines conversational dialogue. It is divided into four parts. The first presents arguments for dialogic analysis, the second lists some failings, the third applies this critical view to the notion of a ‘reply’; the final part is an overview.

Symbols of class status.

Abstract: tT>HE TERMS sGatgs, position, and role have been used interchangeably | to refer to the set of rights and obligations which governs the behaviour 1 of persons acting in a given social capacity. In general, the rights and obligations of a status are fixed through time by means of external sanctions enforced by law, public opinion, and threat of socio-economic loss, and by internalized sanctions of the kind that are built into a conception of self and pve rise to guilt, remorse, and shame. A status may be ranked on a scaRe of prestige, according to the amount of social value that is placed upon it relative to other statuses in the same sector of social life. An individual may be rated on a scale of esteem, depending on how closely his performance approaches the ideal established for that particular status.2 Co-operative actilrity based on a differentiation and integration of statuses is a universal characteristic of social life. This kind of harmony requires that the occupant of each status act toward others in a manner which conveys the impression that his conception of himself and of them is the same as their conception of themselves and him. A workiIlg consensus of this sort therefore requires adequate communication about conceptions of status. The rights and obligations of a status are frequently ill-adapted to the requirements of ordinary communication. Specialized means of displaying ones position frequently develop. Such sign-vehicles have been called statgs symbols.3 They are the cues which select for a person the status that is to be imputed to him and the way in which others are to treat him. Status symbols visibly divide the social world into categories of persons, thereby helping to maintain solidarity within a category and hostility between different categories.4 Status symbols must be distinguished from collective

Stigma - über Techniken der Bewältigung beschädigter Identität

Abstract: Erving Goffman (1922 – 1982) ist wohl der bedeutendste Interaktions-Theoretiker des 20. Jahrhunderts. Sein einflussreichstes, auch dem allgemeinen Publikum bekannt gewordenes Buch durfte „The presentation of self in everyday life“ (1959; deutsche Fassung „Wir alle spielen Theater. Die Selbstdarstellung im Alltag“, 1983 und danach in zahlreichen Auflagen) sein, in dem er die theatralisch anmutenden Dimensionen alltaglichen Verhaltens in zahlreichen Facetten uberaus bildhaft darstellt. Nicht zuletzt diese anschaulichen Beschreibungen haben zum Erfolg des Buches beigetragen, das erstmals in solcher analytischen Scharfe das Management von Identitat beleuchtet. Mit seinen Analysen von Kliniken, Gefangnissen und Klostern als totale Institutionen („Asylums. Essays on the Social Situation of Mental Patients and other Inmates“, 1961; deutsche Fassung: „Asyle.

The Coding Manual for Qualitative Researchers

Abstract: An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index

The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior

Abstract: Self-determination theory (SDT) maintains that an understanding of human motivation requires a consideration of innate psychological needs for competence, autonomy, and relatedness. We discuss the SDT concept of needs as it relates to previous need theories, emphasizing that needs specify the necessary conditions for psychological growth, integrity, and well-being. This concept of needs leads to the hypotheses that different regulatory processes underlying goal pursuits are differentially associated with effective functioning and well-being and also that different goal contents have different relations to the quality of behavior and mental health, specifically because different regulatory processes and different goal contents are associated with differing degrees of need satisfaction. Social contexts and individual differences that support satisfaction of the basic needs facilitate natural growth processes including intrinsically motivated behavior and integration of extrinsic motivations, whereas those that forestall autonomy, competence, or relatedness are associated with poorer motivation, performance, and well-being. We also discuss the relation of the psychological needs to cultural values, evolutionary processes, and other contemporary motivation theories.

Managing Legitimacy: Strategic and Institutional Approaches

Abstract: This article synthesizes the large but diverse literature on organizational legitimacy, highlighting similarities and disparities among the leading strategic and institutional approaches. The analysis identifies three primary forms of legitimacy: pragmatic, based on audience self-interest; moral, based on normative approval: and cognitive, based on comprehensibility and taken-for-grantedness. The article then examines strategies for gaining, maintaining, and repairing legitimacy of each type, suggesting both the promises and the pitfalls of such instrumental manipulations.

Qualitative analysis for social scientists

Abstract: The teaching of qualitative analysis in the social sciences is rarely undertaken in a structured way. This handbook is designed to remedy that and to present students and researchers with a systematic method for interpreting qualitative data', whether derived from interviews, field notes, or documentary materials. The special emphasis of the book is on how to develop theory through qualitative analysis. The reader is provided with the tools for doing qualitative analysis, such as codes, memos, memo sequences, theoretical sampling and comparative analysis, and diagrams, all of which are abundantly illustrated by actual examples drawn from the author's own varied qualitative research and research consultations, as well as from his research seminars. Many of the procedural discussions are concluded with rules of thumb that can usefully guide the researchers' analytic operations. The difficulties that beginners encounter when doing qualitative analysis and the kinds of persistent questions they raise are also discussed, as is the problem of how to integrate analyses. In addition, there is a chapter on the teaching of qualitative analysis and the giving of useful advice during research consultations, and there is a discussion of the preparation of material for publication. The book has been written not only for sociologists but for all researchers in the social sciences and in such fields as education, public health, nursing, and administration who employ qualitative methods in their work.