Week Four Discussion: Newman Discusses The Role Of Ins

Week Four Discussion无未读答复无答复newman Discusses The Role Of Institutio

Newman discusses the role of "institutionalized" emotions in our everyday working lives. I'd like you to begin by thinking about either your current job or a previous job that you've held. What norms govern the expression of emotions in that job? In other words, are there certain emotions that are acceptable in certain circumstances? Are there certain emotions that are somewhat (or completely) off-limits at your workplace?

Are you supposed to display certain emotions, and then hide or conceal others? Describe the "institutionalized emotion norms" at your workplace. (If you have never had a job, what norms govern the expression of emotions in your role as student?) Second, do you think these emotional display norms vary by gender? In other words, is it more acceptable at your workplace for women to display different emotions than men? Next, can you imagine any other jobs that might have stricter "emotion norms" than the one you described above? And finally, is all of this a "good" thing or a "bad" thing, in your opinion? For a bit of humor about the subject, click on the following link: A View From the Top (链接到外部网站。)

Paper For Above instruction

Emotions play a crucial role in shaping our interactions within various social environments, especially in the workplace. The concept of "institutionalized" emotions, as discussed by Newman, refers to the socially constructed norms that dictate which emotions are acceptable or expected to be displayed in specific professional settings. These norms serve to regulate behavior, maintain professionalism, and often serve organizational interests by fostering a particular emotional climate that aligns with institutional goals.

In my previous position as a customer service representative, the emotion norms were quite explicit and significant. Employees were expected to exhibit a friendly, patient, and empathetic demeanor at all times, regardless of personal feelings or the behavior of customers. For example, expressing frustration or anger was considered unacceptable and could be met with disciplinary action. Conversely, displaying warmth and understanding was not only encouraged but became a formal part of the service protocol. This emotional regulation was crucial in maintaining a positive company image and ensuring customer satisfaction.

Similarly, within academic settings, students are often expected to display enthusiasm during lectures, be respectful and composed during discussions, and suppress frustration or boredom that might naturally arise during demanding coursework. These emotional expressions are curated to uphold a respectful and productive learning environment. In both professional and academic contexts, the governing norms serve to suppress certain genuine feelings that might disrupt social harmony or organizational efficiency.

Regarding gender differences, research suggests that emotional display norms often vary along gender lines. For instance, societal expectations tend to permit women to express warmth, empathy, and nurturing emotions more freely, while men may be encouraged to suppress vulnerability or emotions perceived as signs of weakness, such as fear or sadness. In many workplaces, women may be more socially permitted or expected to display caring and cooperative emotions, while men might be more constrained to exhibit assertiveness or restraint. These gendered norms are rooted in traditional stereotypes but continue to influence emotional expression in various professional contexts.

Looking at other jobs with potentially stricter emotional norms, professions such as law enforcement, firefighting, or military service might demand more rigorous regulation of emotional expression. For example, police officers are trained to maintain composure and display authority, suppressing fear or hesitation in dangerous situations. Similarly, healthcare professionals often need to balance compassion with emotional control, especially when delivering bad news. These roles require emotional resilience to perform effectively in high-stress environments, which might impose even stricter norms concerning emotional expression than in typical office jobs.

Assessing whether these norms are beneficial or detrimental depends largely on perspective. On one hand, regulation of emotional expression can promote professionalism, ensure social harmony, and improve organizational functioning. On the other hand, excessive suppression might lead to emotional exhaustion, decreased authenticity, or mental health issues. In my opinion, a balanced approach is ideal—encouraging appropriate emotional regulation while permitting genuine feelings to be expressed in safe and supportive environments. Overly rigid norms risk dehumanizing employees, reducing job satisfaction, and impairing authentic interpersonal connections.

In conclusion, institutionalized emotion norms are embedded deeply within workplace cultures and significantly influence how individuals express and regulate their emotions. While these norms can serve practical purposes, they must be balanced with authentic emotional expression to promote both well-being and professionalism. Recognizing the influence of gender and the context-specific nature of emotional regulation can help organizations foster healthier, more inclusive environments that respect individual emotional needs without compromising organizational goals.

References

• Grandey, A. A. (2003). Display rules versus display responsibilities: The importance of emotion regulation judgments. Journal of Occupational and Organizational Psychology, 76(3), 347–356.
• Hochschild, A. R. (1983). The Managed Heart: Commercialization of Human Feeling. University of California Press.
• Kruml, S. M., & Geddes, D. (2000). exploring the emotional labor process. Management Communication Quarterly, 14(1), 8–49.
• Matsumoto, D., & Hwang, H. S. (2011). Cultural influences on emotion regulation. Social and Personality Psychology Compass, 5(8), 486–498.
• Schumer, M., & Schecter, S. (2013). Emotional labor in law enforcement: Managing emotional demands and consequences. Police Quarterly, 16(2), 119–139.
• Fineman, S. (1993). Cultivating the emotional self: Emotions, gender, and work. Canadian Journal of Sociology, 18(4), 439–464.
• Goffman, E. (1959). The Presentation of Self in Everyday Life. Anchor Books.
• Hochschild, A. (2012). The Outsourced Self: Intimate Life in Market Times. Metropolitan Books.
• Brotheridge, C. M., & Lee, R. T. (2002). Development and validation of the emotional labor scale. Journal of Occupational and Organizational Psychology, 75(1), 377–392.
• Rafaeli, A., & Sutton, R. I. (1987). Expression of emotion as part of the work role. Academy of Management Review, 12(1), 23–37.