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The description and analysis of a persons life is a highly beneficial practice in the field of sociology. It helps to examine the influence of sociological factors on particular events and general life trajectories in a specific context to apply this experience to broader researches in the future. However, before the personal life description, it is essential to define the meaning and purpose of sociological factors.
Sociological Factors
In general, both visible and hidden human behavior is substantively influenced by multiple social structures, and it inevitably occurs in a social context (Andersen, Taylor, and Logio 2015, p. 4). Sociological factors may be defined as elements, aspects, circumstances, and characteristics typical for a society that may have a positive or negative impact and substantially change this societys orientation, structure, functions, and development. Sociological factors traditionally include individuals, the general population, gender, age, religion, ethnicity, and culture (Hunt 2017). In addition, multiple institutions, such as governance, economy, education, kinship, marriage, values, customs, and language, refer to sociological elements as well. The environment, geography, conflicts, culture, and communication may be regarded as factors that may affect and change societys sociological status. Social elements play a highly essential role in the scope of individuals and families as well. The persons gender, age, sexual orientation, education, ethnicity, race, family history, religion, economic status, ethnic taboos, and social limitation determine his or her life trajectory.
Family
It is reasonable to start life description from parents as the familys origin, structure, accepted behavioral norms, and traditions have a significant impact on any persons social status and general life trajectory. My parents are from the upper-middle class, and my nuclear family may be characterized by strong values and close ties. From early childhood, I was taught to respect other people and be non-judgmental in my statements towards them as I did not their conditions and reasons for actions. Moreover, I learned from parents that help and compassion are fundamental aspects of humanity that provide the meaning of life. My mother and father focused on my personal development without destructive criticism. They had certain expectations and were frequently strict; however, my parents were constantly loving, supportive, and involved. In addition, my family has strong traditions of unity between all relatives. That is why I have strong ties with my grandparents, cousins, aunts, uncles, nieces, and nephews. Although I cannot say that religion plays a central role in my character building and sexual orientation, I am a heterosexual woman who was raised as Roman Catholic.
According to the examination of my life trajectory, such sociological factors, as family, economic status, kinship, and religion, affected my education, behavior, self-esteem, significant life change, and life goals. I was educated in arts, music, and sports under strict, though effective control of my parents. I attended a Catholic school and subsequently continued my education in a Catholic college preparatory school. Later, as a child of upper-middle-class parents, I received an opportunity to study in college. Unfortunately, according to statistics, low-income and first-generation students are a minority in higher education, particularly at elite colleges and universities (Hinz 2016, p. 285). Moreover, my school and college performance, healthy functioning, and self-esteem are substantively determined by behavioral patterns that exist in my family. According to the research conducted by Ciciolla et al. (2017), academic pressure perceived criticism, a lack of support, and high achievement expectations from parents hurt the students well-being, self-evaluation, and academic progress. I strongly agree with these results and believe that the focus on intrinsic prosocial values, support, and understanding should be the foundation of communication between parents and children.
Life Goals
As previously stated, the values of my family were substantially influenced by life goals and caused changes in my vision and social activities. As I was taught to help people, I am currently trying to volunteer to a greater degree around campus to support poor Hispanic students. I want to open my small business selling bee products and honey to donate a major part of my income for the education of students from low-income families. I aim to be helpful and believe that every person should have an opportunity to receive appropriate education and build his or her career in the future. In general, I focus on my self-realization and the understanding of humanity. From my perspective, the self-actualization of every man or woman deserves understanding and respect.
Ethnicity
I am multiracial and combine American and Spanish ethnicities. The absence of a clear-cut race has had a crucial influence on my life. Unfortunately, I face considerable racial discrimination in everyday life from Hispanics. However, even though the members of Latino communities traditionally experience ethnic discrimination from white Americans, multiracial individuals frequently suffer from an offensive attitude and prejudice towards them (Cheng and Mallinckrodt 2015). I believe that it is connected with ethnic segregation that provokes Hispanic citizens and migrants to defend their cultural and racial identity and respond negatively.
References
Andersen, Margaret L., Howard F. Taylor, with Kim A. Logio. 2015. Sociology: The Essentials, 9th edition. Stamford, CT: Cengage Learning.
Cheng, H.-L. and Brent Mallinckrodt. 2015. Racial/Ethnic Discrimination, Posttraumatic Stress Symptoms, and Alcohol Problems in a Longitudinal Study of Hispanic/Latino College Students. Journal of Counseling Psychology 62(1): 3849.
Ciciolla, Lucia, et al. 2017. When Mothers and Fathers Are Seen as Disproportionately Valuing Achievements: Implications for Adjustment Among Upper Middle Class Youth. Journal of Youth and Adolescence 46: 1057-1075.
Hinz, Serena E. 2016. Upwardly Mobile: Attitudes Toward the Class Transition Among First-Generation College Students. Journal of College Student Development 57(3): 285-299.
Hunt, Stephen J. 2017. The Life Course: A Sociological Introduction, 2nd edition. London, UK: Palgrave Macmillan.
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