Sociological Analysis of Mean Girls: Themes of Culture, Socialization, and Conflict
Sociological Analysis of Mean Girls
Mean Girls Film composes various characters, including Cady, who joins an elite societal group in her learning institution commonly referred to as Plastics (Michaels et al., 2004). Cady, in her new environment, while developing a new personality, sabotages Regina, the group leader. Indeed Mean Girls film provides various fundamental phenomena, including the relationship between conflicts and popular culture and their influences on one’s behaviors, identities, and interaction. Correspondingly, it contains various sociological perspectives and themes and is further understood via sociological theories such as social conflict theory. This paper will profoundly provide Mean Girls film sociological evaluation. This paper is also broken into two critical sections. The first part explains why most sociologists would find the film pleasant while providing various examples of public and private troubles and issues. The second part will analyze the theme of culture and socialization as applied in the movie.
Part One
Sociologists at large find Mean Girls film one of the most interesting films. As noted, sociology is the study of structure, development, and human society functioning (Tepperman et al., 2014). Therefore, a branch of social science focuses on human social behaviors, social relationship patterns, and interaction. Sociology is the understanding of human consciousness and action shaped by social and cultural structures. The sociological perspective, as first introduced by Mill Charles, efficiently relates with the Mean Girls Film. Written by Wiseman Rosalind, Mean Girls films remain interesting among sociologists.
Furthermore, from its production in 2004 by paramount Pictures Production, it is clear that Mean Girls Film reflects how the social structures will shape not only our actions but also an individual’s consciousness. Besides, the two major themes that sociologists would find interesting when comparing the film to the sociological approach are themes of emotions and conflict. In mass media today, Mean Girls Films remains prominent in elaborating how dramaturgy and conflict are connected. As incorporated by various sociologists such as Karl Marx, the film reflects adhesively to sociological theory. Marx, in his research, notes that societal factors, patterns, interactions, and structures would determine an individual prestige and power (Tepperman et al., 2014). As indicated in Mean Girls Film, it is vivid that the societal norm “plastic” reflects how the learner must behave (Michaels et al., 2004). The plastics norms control how the student should look, their power, and popularity. Besides that, as noted by various sociologists, Mean Girls Movie discusses how societal patterns and interactions determine one’s belongingness.
In the movie, the three known “plastics,” Karen Smith, Regina George, and Gretchen Wieners, are ordained to specific social classes (Michaels et al., 2004). On the other hand, Cady can only associate herself with Damian and Janis Ian due to her societal and classical position. Cady is a student from Africa, and the movie would also be interesting to sociologists as it explains stereotypes in society. The stereotype is considered a simplified idea or image of a specific thing or person(s) (Tepperman et al., 2014). As noted in the film, Cady is forced to sit with a specific group to take lunch, and she thoroughly gets questioned due to the images and ideas she grasps about her background having come from Africa. As noted, the latter is fixed to social interaction, and as further noted by Gretchen, people based in Africa are only African American. Besides that, the Cafeteria lays certain characteristics of people identified as cliques. They include ‘black hotties,’ ‘Asian nerds,’ and ‘JV jocks.’ Indeed, it is an effective film and vital for sociologists to understand human social institutions and relationships.
Part Two; Culture and Socialization and Mean Girls Film
Regina, a major character in Mean Girls Film in various scenes, portrays two major themes: socialization and culture (Michaels et al., 2004). Regina, having considered a “Plastics” leader based on her societal background, patterns, relationships, structures, and interactions, expects to be feared and treated with dominant respect. Her background features prompt the latter and expects her to be worshipped and rule other girls. Her conclusions, actions, and consciousness are also situated to her aspect of competition. She expects to be the most outstanding student among her classmates and friend as obliged by her social and economic class. However, her perception is ruined by Cady, a young and very brilliant student from Africa. Cady’s personality as the new student in school helps Regina retrieve moral standards, which society expects (Michaels et al., 2004). The film, via such scenes, indeed discusses how an individual relationship and interaction impacts their friendship with community members and their general well-being.
Also, Cady’s arrival and adaptation in North Shore High School profoundly illustrated how societal norms affect one’s lifestyle. Having moved to America because of the newly accessed occupation by her parents, Cady attends a new school. Throughout her learning, it is evident that social mores and norms affect her general social life (Michaels et al., 2004). For example, previously, she was homeschooling and, in her new school, she becomes a full member of the common known group “Plastics.” She broadly transforms her personality while trying to fit in though in the long run understands that social status and being popular merely mean anything in society. Through her various schooling experiences, Cady concludes that society allows one to be who one is particularly. Despite various patterns and structures, one should truly restore their values, beliefs, and standards.
Another sociological aspect witnessed in Mean Girls film is the discussion between Janis and Damien and Cady. Precisely, the two warn Cady due to her societal background on fitting in among the “Plastic” group (Michaels et al., 2004). The Plastic group is students from high social class, and other than remaining cruel, they are mean. Cady, despite the sentiments, however, tries to fit in the group. Generally, the societal held values by Janis and Damien dictate the reasons why they feel Cady will not fit in the Plastic group. They also believe that the group would spoil Cady’s personality. Despite remaining popular and cool in the group, they believe the contact relationship and interaction would ruin her personality and consciousness level. Cady’s position in the plastic group changes her values profoundly. She turns out materialistic and longs for dominant social and popularity status. She ends up being crafty and sneaky. She feels that she now conforms to the help societal norms as she fits in a group.
Correspondingly, a sociological analysis of the Mean Girls film is rampant through North Shore High School cafeteria distinctive scenes. For example, Cady walks into the school’s cafeteria and notes that tables were designed and identified based on the student societal structures, relationships, and interaction (Michaels et al., 2004). As noted, tables belong to specific groups, and it is clear that the student even in the cafeteria is distinguished based on their races. For example, the school’s cheerleaders, the Asians, and African Americans have various tables. Besides that, students such as Damien and Janis have distinctive labels in the classroom because they are considered minorities. The plastic group, on the other hand, is characterized as wealthy, popular, and gorgeous. Having noted the rules of being plastics, Cady is forced to adhere to them if perhaps she hopes to fit in specifically. Indeed, through the various class and cafeteria incidences as mentioned above, it is evidence that Mean Girls Film portrays a sociological imagination. The society and the group one belongs at large shape their behavior, interaction levels, and relationships. Other than expecting society to ordain certain beliefs and values to fit it, societal expectations and imagination create a new symbol of an individual.
Conclusion
In conclusion, Mean Girls Films encompasses various characters, including Regina, Janis, Damien, and Cady. It remains one of the major interesting films for sociologists to understand human social institutions and relationships. As a branch of social science and further applied in Mean Girls Film focusing on human social behaviors, social relationship patterns, and interaction, it is also the understanding of human consciousness and action shaped by the social and cultural structures. In the Mean Girls Film, it is vivid that the societal norm “plastic” reflects how the learner must behave and associate. The plastics norms in school control how the student should look, their power, and popularity. For example, a major character in Mean Girls Film in various scenes portrays two major themes: socialization and culture. Regina, having considered a “Plastics” leader based on her societal background, patterns, relationships, structures, and interactions, expects to be feared and treated with dominant respect. Her background features prompt the latter and expects her to be worshipped and rule other girls. Her conclusions, actions, and consciousness are also situated to her aspect of competition. Order a Customized Paper
References
Michaels, L., Fey, T., Waters, M. S., Lohan, L., McAdams, R., Meadows, T., Poehler, A., …
Paramount Pictures Corporation. (2004). Mean girls. Hollywood, Calif: Paramount.
Tepperman, Lorne and Patrizia Albanese (2014). Sociology: a Canadian perspective. 3rd ed. Don Mills, Ontario: Oxford University Press.
