The development of sexual selfhood in Mead’s play and game

Mead (1934) claims that early selfhood is developed through a reflexive process of self-consciousness positioning self as both subject and object to itself, which is accomplished through social engagement with generalised others. In a reflexive process, the self is intrinsically interconnected to society and the social influences that act upon the self, which includes role-taking activities. For Mead, selfhood is not an accomplished structure, but rather developed through processual means (Blumer, 1969). “Play and Game” are early developmental stages in the processual occurrence. In play, children imitate adults, temporarily taking on roles, through which they begin to develop an organisation and structure in selfhood by conducting dialogues and behaviors made up of the reproduction of adult activities in their social sphere. In game, selfhood continues to be developed through role-taking, creating relationships with generalised others, and an understanding of norms and expectations. Sexual selfhood, in accordance with socio-sexual scripts, is developed through this process. Sexual histories obtained from research participants illustrate, through personal narrative, sexual self-development consistent with Mead’s notion of play and game. This project examines participants’ narratives from their first noted exposure to sexuality, through sexual role-taking activities, to consideration of how those moments of early development aided in the production of their current sexuality.