Test Bank for Financial Statement Analysis and Security Valuation 5th Edition Penman
Socialization_Twenty Statement Test
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Unit IV. Socialization Twenty Statements Test Theme Description This exercise consists of a questionnaire with one question "who am I?" This then can lead into class discussions of socialization and how institutions influences their answers to the question. Learning Goals To relate the concept of socialization to students' own lives, and thereby gain a greater understanding of the role that institutions play on self image. Back to top Things Needed A copy of the questionnaire for each student, and 30 minutes to one class period of class discussion after the questionnaire is administered. Actions The results of the open-ended “Who Am I?” questionnaire may be used in a discussion of how various agencies of socialization influence and help to establish our sense of person identity. The questionnaire is to be filled out in the classroom. Because the questionnaire is very personal, students may be instructed to fold the questionnaire vertically so that their answers are shielded from others. Students may be surprised to find out how strongly social institutions, such as the family, the educational system, and the mass media influence their sense of personal identity. This exercise may lead to a discussion of the problem of “oversocialization” versus free will in the development of the self. In viewing the questionnaire, ask students whether they described themselves in terms of social roles or personal qualities. Did the answers reflect positive aspects of self, negative elements, or neutral qualities? Creator/Source Adapted from Eleen A. Baumann, Richard G. Mitchell, Jr., and Caroline Hodges Persell. 1989. Instructor Resource Manual to accompany Persell, Understanding Sociology, Third Edition. New York: Harper & Row, p. 44 & p. 305.
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Transcript of Socialization_Twenty Statement Test
Unit IV. Socialization Twenty Statements Test Theme DescriptionThis exercise consists of a questionnaire with one question "who am I?" This then can lead into class discussions of socialization and how institutions influences their answers to the question. Learning GoalsTo relate the concept of socialization to students' own lives, and thereby gain a greater understanding of the role that institutions play on self image.Back to top Things NeededAcopy of the questionnairefor each student, and 30 minutes to one class period of class discussion after the questionnaire is administered. ActionsThe results of the open-ended Who Am I? questionnaire may be used in a discussion of how various agencies of socialization influence and help to establish our sense of person identity. The questionnaire is to be filled out in the classroom. Because the questionnaire is very personal, students may be instructed to fold the questionnaire vertically so that their answers are shielded from others. Students may be surprised to find out how strongly social institutions, such as the family, the educational system, and the mass media influence their sense of personal identity. This exercise may lead to a discussion of the problem of oversocialization versus free will in the development of the self. In viewing the questionnaire, ask students whether they described themselves in terms of social roles or personal qualities. Did the answers reflect positive aspects of self, negative elements, or neutral qualities?
Creator/SourceAdapted from Eleen A. Baumann, Richard G. Mitchell, Jr., and Caroline Hodges Persell. 1989.Instructor Resource Manualto accompany Persell,Understanding Sociology, Third Edition. New York: Harper & Row, p. 44 & p. 305.
Twenty Statement Test (TST)There are twenty numbered blanks on the page below. Please write twenty answer to the simple question Who am I? in these blank. Just give twenty different answers to this question; answer as if you were giving the answers to yourself- not someone else. Write your answers in the order that they occur to you. Dont worry about logic or importance. WHO AM I?1. _____________________________________________________________________2. ______________________________________________________________________3. ______________________________________________________________________4. ______________________________________________________________________5. ______________________________________________________________________6. ______________________________________________________________________7. ______________________________________________________________________8. ______________________________________________________________________9. ______________________________________________________________________10. _____________________________________________________________________11. _____________________________________________________________________12. _____________________________________________________________________13. _____________________________________________________________________14. _____________________________________________________________________15. _____________________________________________________________________16. _____________________________________________________________________17. _____________________________________________________________________18. _____________________________________________________________________19. _____________________________________________________________________20. _____________________________________________________________________
FromEleenA. Baumann, Richard G. Mitchell, Jr., and Caroline HodgesPersell.1989.Encountering Society: Student Resource ManualtoaccompanyPersell, Understanding Society,ThirdEdition.New York: Harper & Row.Exercise 5, Twenty Statement Test, p.305.
