Chapter 05

Socialization
The lifelong social experience by which people develop their human potential and learn culture
Sociology, 12th Edition by John Macionis Copyright 2008 Prentice Hall, a division of Pearson Education. All rights reserved.
Social Experience
Socialization
The lifelong social experience by which individuals develop their human potential and learn patterns of their culture
Personality
A persons fairly consistent patterns of thinking, feeling, and acting
Could a persons personality develop without social interaction?
Nature and Nurture

Biological sciencesThe role of nature
Elements of society have a naturalistic root.
Social sciencesThe role of nurture

Most of who and what we are as a species is learned, or social in nature. Behaviorism
Nature or nurture?
Its both, but from a sociological perspective, nurture matters more.
Social Isolation
Effect on nonhuman primates: Harlows experiments
Six months of complete isolation was enough to disturb development.
Effect on children: Anna and Isabelle

Years of isolation left both children damaged and only capable of approximating a normal life after intensive rehabilitation.
Genie
Somewhat less isolated, but suffered permanent disabilities
Sigmund Freud
Elements of Personality
Basic human needs: Eros and thanatos as opposing forces
Developing personality
The id: Basic drives The ego: Efforts to achieve balance The superego: Culture within
Managed conflict
Id and superego are in constant states of conflict, with the ego balancing the two.
Critical Evaluation of Freud

Studies reflect gender bias. Influences the study of personality Sociologists note Freuds contributions.
Internalization of social norms Childhood experiences have lasting impact.
Jean Piaget
Cognitive Development
Cognition
How people think and understand
Stages of development
Sensorimotor stage: Sensory contact understanding Preoperational stage: Use of language and other symbols Concrete operational stage: Perception of causal connections in surroundings Formal operational stage: Abstract, critical thinking
Critical Evaluation of Piaget

Differed from Freud, viewing the mind as active and creative. Cognitive stages are the result of biological maturation and social experience. Do people in all societies pass through Piagets four stages?
Lawrence Kohlberg
Moral Development
Moral reasoning The ways in which individuals judge situations as right or wrong Preconventional Young children experience the world as pain or pleasure Conventional Teens lose selfishness as they learn to define right and wrong in terms of what pleases parents and conforms to cultural norms. Postconventional Final stage, considers abstract ethical principles
Critical Evaluation of Kohlberg

Like Piaget, viewed moral development as stages
Many people dont reach the final stage. Research limited to boys, generalized to population
Carol Gilligan
Gender Factor
Compared moral reasoning of girls and boys
Boys develop a justice perspective. Formal rules define right and wrong. Girls develop a care-and-responsibility perspective. Personal relationships define reasoning. Critical evaluation Cultural conditioning accounted for the differences. Male and female morals will probably become more similar as more women enter the workplace.
George Herbert Mead

Social Self
SelfThe part of an individuals personality composed of self-awareness and self-image 1. Self develops from social interaction. 2. Social experience is the exchange of symbols 3. Understanding intention requires imagining the situation from the others point of view. 4. By taking the role of the other, we become self-aware
Mead
Looking-glass selfA self-image based on how we think others see us
The I and Me: The self has two parts.
Active side of the self is I Objective side of the self is me
Mead
Development of Self
Imitation
Infants mimic behavior without understanding intentions.
Play
Taking the roles of significant others
Games
Taking the roles of several others at once
Generalized other
Widespread cultural norms and values we use as a reference in evaluating ourselves
Critical Evaluation of Mead

Mead found the root of both self and society in symbolic interaction. Critics: Mead doesnt allow biological elements.
MEAD
I and Me
FREUD
Id and superego
Rejected biological origins of I and Me

Work together cooperatively
Id and superego originated in biology

Locked in continual combat
Eric H. Erickson
Eight stages of development Challenges throughout the life course Stage 1 - Infancy: trust
(Versus mistrust)
Stage 2 - Toddlerhood: autonomy

(versus doubt and shame)
Stage 3 - Preschool: Initiative

(versus guilt)
Stage 4 - Preadolescence: Industriousness

(versus inferiority)
Erickson
Stages
(versus confusion)
5-8
Stage 5 - Adolescence: Gaining identity Stage 6 - Young adulthood: Intimacy

(versus isolation)
Stage 7 - Middle adulthood: Making a difference

(versus self-absorption)
Stage 8 - Old age: Integrity

(versus despair)
Critical Evaluation of Erickson

This theory views personality as a lifelong process and success at one stage prepares us for the next challenge.
Critics: Not everyone confronts the challenges in the same order. Not clear if failure to meet one challenge predicts failure in other stages Do other cultures share Ericksons definition of successful life?
Agents of Socialization
The Family The School The Peer Group The Mass Media
The Family
Most important agent
A loving family produces a happy well-adjusted child.
Parental attention is very important

Bonding and encouragement
Household environment
Stimulates development
Social position
Race, religion, ethnicity, class
The School
Experience diversity
Racial and gender clustering
Hidden curriculum
Informal, covert lessons
First bureaucracy
Rules and schedule
Gender socialization begins

From grade school through college, gender-linked activities are encountered.
Peer Groups
A social group whose members have interests, social position and age in common
Developing sense of self that goes beyond the family Young and old attitudes and the generation gap Peers often govern short-term goals while parents influence long-term plans. Anticipatory socialization
Practice working toward gaining desired positions
The Mass Media

Impersonal communications aimed at a vast audience
Televisions in the United States

98% of households have at least one TV. Two-thirds of households have cable satellite.
Hours of viewing television

Average household = 7 hours per day Almost half of individuals free time Children average 5 hours per day.
Television, videotapes, video games
Criticisms About Programming

Some liberal concerns about race and gender inequality in representation Some conservative concerns about advancing liberal causespolitically correct Violence in mass media
A 1998 survey: Two-thirds of TV programming contains violence; characters show no remorse and arent punished. In 1997, the television industry adopted a rating system.
Socialization and Life Course

Each stage of life is linked to the biological process. Societies organize the life course by age. Other factors shape lives race class, ethnicity, and gender. Stages present problems and transitions that involve learning.
The Life Course

Childhood (birth through 12) The hurried child Adolescence (the teenage years) Turmoil attributed to cultural inconsistencies. Adulthood Early: 20-40, conflicting priorities Middle: 40-60, concerns over health, career and family Old age (mid-60s and older) More seniors than teenagers Less anti-elderly bias Role exiting
Dying
85% of Americans die after age 55. Elisabeth Kbler-Ross stages of dying
Denial Anger Negotiation Resignation Acceptance
Total Institutions
A setting in which people are isolated from the rest of society and manipulated by an administrative staff.
Erving Goffman
Staff supervises all daily life activities Environment is standardized. Formal rules and daily schedules
Resocialization
Efforts to radically change an inmates personality by carefully controlling the environment
Staff breaks down identity.

Goffman: Abasements, degradations, humiliations, and profanations of self Staff rebuilds personality using rewards and punishments.
Total institutions affect people in different ways.

Some develop an institutionalized personality.
Are We Free Within Society?

Society shapes how we think, feel and act. If this is so, then in what sense are we free? Margaret Mead: Never doubt that a small group of thoughtful, committed citizens can change the world, indeed, it is the only thing that ever has.

Chapter 05

Uploaded by

Copyright:

Available Formats

Chapter 05

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chapter 05

Uploaded by

Copyright:

Available Formats

How does socialization impact personality development?

How does socialization impact personality development?

What are the differences between nature and nurture perspectives?

What are the differences between nature and nurture perspectives?

Socialization

Nature and Nurture

Social sciencesThe role of nurture

Effect on children: Anna and Isabelle

Critical Evaluation of Freud

Critical Evaluation of Piaget

Critical Evaluation of Kohlberg

George Herbert Mead

Critical Evaluation of Mead

Rejected biological origins of I and Me

Id and superego originated in biology

Stage 2 - Toddlerhood: autonomy

Stage 3 - Preschool: Initiative

Stage 4 - Preadolescence: Industriousness

Stage 5 - Adolescence: Gaining identity Stage 6 - Young adulthood: Intimacy

Stage 7 - Middle adulthood: Making a difference

Stage 8 - Old age: Integrity

Critical Evaluation of Erickson

Parental attention is very important

Gender socialization begins

The Mass Media

Televisions in the United States

Hours of viewing television

Criticisms About Programming

Socialization and Life Course

The Life Course

Staff breaks down identity.

Total institutions affect people in different ways.

Are We Free Within Society?

You might also like