This paper describes an experimental effort in a sociology class to learn about socialization and about oneself from personal experience. With the help of autobiographies and self-disclosure sessions, problematic and/or "irrational" areas of everyday life were examined. The distress engendered, and the accompanying emotion, were brought into special focus by each class member. These everyday experiences were considered in light of past experiences in the socialization process to which they seemed connected. The outcome of this effort, it was hypothesized, would lead to improvement in the lives of student participants. Self-reports of students themselves provided evidence in support of the hypothesis.
"Studying Socialization and Learning about Oneself in the Classroom,"
Clinical Sociology Review:
1, Article 15.
Available at: http://digitalcommons.wayne.edu/csr/vol4/iss1/15