Every society seems to develop its own conception of what is "essential" to, and characteristic of, the two sex classes, this conception embracing both praised and dispraised attributes. Here are ideals of masculinity and feminini- ty, understandings about ultimate human nature which provide grounds (at least in Western society) for identifying the whole of the person, and provide also a source of accounts that can be drawn on in a million ways to excuse, justify, explain, or disapprove the behavior of an individual or the arrange- ment under which he lives, these accounts being given both by the individual who is accounted for and by such others as have found reason to account for him.

In all these instances people are mobilized totake their places—important or minor, casual orregular, voluntary or involuntary—in a collectiveenterprise carried on in a somewhat establishedand expected way

ame commanding, aggressive, cultural capi tal that offended the teachers appealed to the LSC. With deference in the eyes of the LSC, Mrs. Kox had the symbolic power to redefine the LSCs method of principal evaluation in a way that protected her from the teachers' attacks

our ritual vulnerabilities are also our ritual re- sources

fixed specialized equipment, especially equipment designed for use beyond the family circle, could hardly be economic were it not staffed and used by num- bers of persons who come together at fixed times and places to do so-whether they are destined to use this equipment jointly, adja- cently, or sequentiall

These expectations are especially clear with regard to the teacher's re- lationships with parents and pupils, where the principal is ex- pected to act to uphold the teacher's authority regardless of cir- cumstances.

cquired through the life course, it is the expressive equipment that we carry into interactions (

controlling the flow of information and mobi lizing support for various interpretations