SocializationSocialization

Chapter 4Chapter 4

Resources from the bookResources from the bookThe first part of our lives is ruined by our parents and The first part of our lives is ruined by our parents and the second half by our children.the second half by our children.--Clarence Darrow --Clarence Darrow

The Role of SocializationThe Role of Socialization

What would happen if a child What would happen if a child was reared in total isolation?was reared in total isolation?

Socialization-learn the Socialization-learn the attitudes, values, and actions attitudes, values, and actions appropriate to individuals as appropriate to individuals as members of a particular members of a particular culture.culture.

Link to a socialization survey Link to a socialization survey pagepage

Environment v. HeredityEnvironment v. Heredity

Nurture v. NatureNurture v. Nature Environment:Environment: Isabelle, Genie-kept in Isabelle, Genie-kept in

isolation isolation irreversible retardation is the irreversible retardation is the

resultresult

Rhesus Monkey ExperimentRhesus Monkey Experiment

IsabelleIsabelle

First six years, lived in almost total seclusion in a First six years, lived in almost total seclusion in a darkened roomdarkened room

little contact with people, exception was mother, could little contact with people, exception was mother, could neither speak nor hearneither speak nor hear

Isabelle’s mother’s parents were deeply ashamed of Isabelle’s mother’s parents were deeply ashamed of the illegitimate birth-kept her hidden awaythe illegitimate birth-kept her hidden away

Ohio authorities discovered her in 1938Ohio authorities discovered her in 1938 Isabelle’s mother escaped and took her daughterIsabelle’s mother escaped and took her daughter

IsabelleIsabelle

Discovered at age 6Discovered at age 6 Isabelle could not speakIsabelle could not speak merely made croaking soundsmerely made croaking sounds communicated with simple gesture to her mothercommunicated with simple gesture to her mother showed a strong fear of people early onshowed a strong fear of people early on reacted like a wild animal when confronted with an reacted like a wild animal when confronted with an

unfamiliar personunfamiliar person when accustomed to a person-sense of apathy arosewhen accustomed to a person-sense of apathy arose thought deaf-not truethought deaf-not true scored infant level on maturity tests scored infant level on maturity tests

IsabelleIsabelle

Developed a systematic training programDeveloped a systematic training program after a few days-made her first attempt to verbalizeafter a few days-made her first attempt to verbalize quickly passed through the maturity tests to reach 6 yo quickly passed through the maturity tests to reach 6 yo

in two monthsin two months speaking in complete sentencesspeaking in complete sentences 9 months-identify words and sentences9 months-identify words and sentences 14 yo-in school, well adjusted in the 6th grade14 yo-in school, well adjusted in the 6th grade underscore the importance of socialization underscore the importance of socialization

GenieGenie

L.A. social workers become aware in 1970 of a 13 year L.A. social workers become aware in 1970 of a 13 year old girl who had been neglected and abusedold girl who had been neglected and abused

spent most of her life isolated and in a closet-walked spent most of her life isolated and in a closet-walked like an animallike an animal

physically and cognitively impairedphysically and cognitively impaired team started to work with her to try to recover what had team started to work with her to try to recover what had

been lostbeen lost Genie’s linguistic abilities were severely and Genie’s linguistic abilities were severely and

irreversibly restrictedirreversibly restricted

Heredity v. EnvironmentHeredity v. Environment

Heredity: TwinsHeredity: Twins preliminary results lean to both preliminary results lean to both

heredity and environmentheredity and environment one study of identical twins reared one study of identical twins reared

apart found :apart found : 1. both chain smoked the same brand;1. both chain smoked the same brand; 2. Chewed their fingernails2. Chewed their fingernails 3. Same model blue Chevrolet3. Same model blue Chevrolet 4. Dogs named toy4. Dogs named toy differences between twins:differences between twins: attitudes, values, mates chosen, attitudes, values, mates chosen,

drinking habits drinking habits similarities insimilarities in temperaments, voice patterns nervous temperaments, voice patterns nervous

habitshabits

More TwinsMore Twins

Oskar Stohr and Jack Yufe are Oskar Stohr and Jack Yufe are identical twinsidentical twins

separated at birth and raised on separated at birth and raised on different continentsdifferent continents

Oskar by his maternal grandmother Oskar by his maternal grandmother in Czechoslovakia, strict Catholic in Czechoslovakia, strict Catholic

Hitler Youth- learned to hate JewsHitler Youth- learned to hate Jews Jack-reared in Trinidad by the Jack-reared in Trinidad by the

twins’ Jewish fathertwins’ Jewish father joined a kibbutz at 17 and later the joined a kibbutz at 17 and later the

Army in IsraelArmy in Israel

This is not the twins mentioned This is not the twins mentioned aboveabove

Twins StudyTwins Study

Similarities emerged:Similarities emerged: wire rimmed glasses and wire rimmed glasses and

mustaches, two pocketed shirts mustaches, two pocketed shirts with epauletswith epaulets

share idiosyncrasies: like spicy share idiosyncrasies: like spicy foods, sweet liqueurs, absent-foods, sweet liqueurs, absent-minded, fall asleep in front of a minded, fall asleep in front of a TV, think it’s funny to sneeze in TV, think it’s funny to sneeze in a crowd of people, flush the a crowd of people, flush the toilet before using it, store toilet before using it, store rubber bands on their wrists, rubber bands on their wrists, read magazines from back to read magazines from back to front, dip buttered toast in their front, dip buttered toast in their coffeecoffee

Twins StudyTwins Study

Different in:Different in: Jack is a workaholic, Oskar Jack is a workaholic, Oskar

enjoys leisure-time activities, enjoys leisure-time activities, Oskar is a traditionalist and Oskar is a traditionalist and domineering to women, Jack domineering to women, Jack is a political liberal who is is a political liberal who is much more receptive to much more receptive to feminism, Jack is proud of feminism, Jack is proud of being Jewish, Oskar never being Jewish, Oskar never mentions his Jewish heritagementions his Jewish heritage

indicates that both heredity indicates that both heredity and environment play a huge and environment play a huge role in a person's developmentrole in a person's development

Sociobiology and Sociobiology and Cooley’s Looking Glass Cooley’s Looking Glass SelfSelf

Sociobiology-systematic study of Sociobiology-systematic study of the biological bases for social the biological bases for social behaviorbehavior

apply Charles Darwin’s theories apply Charles Darwin’s theories on natural selection to the study on natural selection to the study of social behaviorof social behavior

extreme-extreme-all all behavior is the result behavior is the result of genetic or biological factorsof genetic or biological factors

genetic composition of men and genetic composition of men and women for examplewomen for example

have little interests in speculating have little interests in speculating the differences between racial the differences between racial groups or nationalities groups or nationalities

Cooley’s Looking Glass Cooley’s Looking Glass SelfSelf

The self is the product of our The self is the product of our interactions with other peopleinteractions with other people

process of developing a self-process of developing a self-identity:identity:

1. Imagine how we present 1. Imagine how we present ourselves to others-relatives, ourselves to others-relatives, friends, strangersfriends, strangers

2. Imagine how others 2. Imagine how others evaluate us-attractive, shy, evaluate us-attractive, shy, intelligent, strangeintelligent, strange

3. We develop some sort of 3. We develop some sort of feeling about ourselves-such feeling about ourselves-such as respect or shameas respect or shame

<Cooley’s Looking Glass <Cooley’s Looking Glass SelfSelf

Individual’s “imagination”-subtle Individual’s “imagination”-subtle but critical-how others see view but critical-how others see view him or herhim or her

can develop self identities based can develop self identities based on incorrect perceptionson incorrect perceptions

react wrong to a teacher’s react wrong to a teacher’s criticism-thinks teacher views as criticism-thinks teacher views as stupid-misconception converted stupid-misconception converted into negative self-identityinto negative self-identity

1. The teacher criticized me 2. 1. The teacher criticized me 2. The teacher must think I am The teacher must think I am stupid 3. Therefore I am stupid.stupid 3. Therefore I am stupid.

Types of SelfTypes of Self

Observation:Observation: using the worksheet-try to using the worksheet-try to

locate examples of eachlocate examples of each Discussion:Discussion: 1. Do you find yourself fitting 1. Do you find yourself fitting

this role?this role? 2. How do you work this 2. How do you work this

situation into an art form?situation into an art form? 3. How does socialization 3. How does socialization

effect behavior?effect behavior?

Mead’s Stages of the SelfMead’s Stages of the Self

Preparatory Stage-children imitate Preparatory Stage-children imitate the people around themthe people around them

bang on wood if parent is bang on wood if parent is engaged in carpentry, throw a ball engaged in carpentry, throw a ball if older sibling is doing the sameif older sibling is doing the same

as they grow older-they become as they grow older-they become more adept at using symbols-more adept at using symbols-gestures, objects, language that gestures, objects, language that form the basis for communicationform the basis for communication

Play Stage-the child becomes Play Stage-the child becomes able to pretend that they are other able to pretend that they are other peoplepeople

<Children imitating the devil dance <Children imitating the devil dance done by adults in Sierra Leonedone by adults in Sierra Leone

Mead’s Stages of the SelfMead’s Stages of the Self

Play Stage- important to play Play Stage- important to play stage is role taking-the process of stage is role taking-the process of mentally assuming the mentally assuming the perspective of another, thereby perspective of another, thereby enabling one to respond from that enabling one to respond from that imagined viewpointimagined viewpoint

Game Stage-8 or 9 years old-Game Stage-8 or 9 years old-begins to consider several actual begins to consider several actual tasks and relationships tasks and relationships simultaneouslysimultaneously

grasp social position, grasp social grasp social position, grasp social position of those around themposition of those around them

can respond to numerous can respond to numerous members of the social members of the social environmentenvironment

Final Thoughts on Mead’s Final Thoughts on Mead’s StagesStages

Generalized Others-attitudes, Generalized Others-attitudes, viewpoints and expectations viewpoints and expectations as a whole that a child takes as a whole that a child takes into accountinto account

courtesy-a child will learn that courtesy-a child will learn that courtesy is not a role to courtesy is not a role to please a parent, but a please a parent, but a widespread social value widespread social value endorsed by parents, endorsed by parents, teachers, and religious teachers, and religious leadersleaders

Mead’s Theory of the SelfMead’s Theory of the Self

Impression management-by Impression management-by students after examsstudents after exams

Way you react when you get an Way you react when you get an exam back-all part of impression exam back-all part of impression management-strategies include: management-strategies include:

1. students who have all received 1. students who have all received high grades (Ace-Ace high grades (Ace-Ace encounters)-encounters)-

2. Students who have high 2. Students who have high grades and those who have grades and those who have received low grades (Ace-Bomber received low grades (Ace-Bomber encounters) encounters)

3. Students who have all received 3. Students who have all received low grades (Bomber-Bomber low grades (Bomber-Bomber encounters)encounters)

Ace-Ace EncountersAce-Ace Encounters

Open atmosphereOpen atmosphere Comfort, acceptable to Comfort, acceptable to

violate the norm of violate the norm of modesty and brag modesty and brag among Acesamong Aces

““It’s easier to admit a It’s easier to admit a high mark to someone high mark to someone who has done better who has done better than you, or at least as than you, or at least as well.”well.”

Ace-Bomber EncountersAce-Bomber Encounters

Are sensitive encountersAre sensitive encounters Bombers avoid such exchangesBombers avoid such exchanges ““you…emerge looking like the you…emerge looking like the

dumb one.” or “feel like you are dumb one.” or “feel like you are lazy and unreliable”lazy and unreliable”

when forced into encounters-when forced into encounters-work to be congratulatory and work to be congratulatory and gracious gracious

Aces offer support for the Aces offer support for the dissatisfied Bombers-rationalize dissatisfied Bombers-rationalize their lucky high scores to help their lucky high scores to help Bombers save faceBombers save face

Aces emphasize the difficulty or Aces emphasize the difficulty or unfairness of the exam unfairness of the exam

Bomber-Bomber Bomber-Bomber EncounterEncounter

Tend to be closed-reflecting the Tend to be closed-reflecting the group effort to wall off disdaingroup effort to wall off disdain

within the group they openly within the group they openly share their disappointmentshare their disappointment

engage in mutual self-pity, they engage in mutual self-pity, they themselves call “pity-parties”themselves call “pity-parties”

devise face-saving excusesdevise face-saving excuses ““I wasn’t feeling well all week”; “I I wasn’t feeling well all week”; “I

had four exams and two papers had four exams and two papers due this week”due this week”

if the grade distribution was low-if the grade distribution was low-bombers may blame the bombers may blame the professor- sadist, slave driver, professor- sadist, slave driver, incompetent incompetent

In ConclusionIn Conclusion

Students’ impression Students’ impression management strategies management strategies conform to society’s conform to society’s informal norms-modesty, informal norms-modesty, consideration for less consideration for less successful peerssuccessful peers

impression management impression management is most intense when is most intense when status differentials are status differentials are more pronounced more pronounced

Child Rearing and the Child Rearing and the FamilyFamily

What role does the family What role does the family play in socialization?play in socialization?

Care and rearing of children:Care and rearing of children: Infant enters:Infant enters: 1. Organized society1. Organized society 2. Part of a generation2. Part of a generation 3. Enters a family3. Enters a family habit training:habit training: 1. Eating1. Eating 2. Sleeping2. Sleeping What role does the school What role does the school

play in socialization?play in socialization?

Child-rearing and the Child-rearing and the FamilyFamily

Schools are given the explicit Schools are given the explicit mandate to socializemandate to socialize

teaching the values and customs of a teaching the values and customs of a larger society (functionalists)larger society (functionalists)

add and reinforce the divisive aspects add and reinforce the divisive aspects of society (social class)(Conflict of society (social class)(Conflict theorist)theorist)

What role does your friends play in What role does your friends play in Socialization?Socialization?

Some degree of independence from Some degree of independence from your parents and authority figuresyour parents and authority figures

conforming to peer behavior-example conforming to peer behavior-example by socialization processby socialization process

initiate their friends-meaningful initiate their friends-meaningful system of rewards and punishmentsystem of rewards and punishment

Cognitive Theory of Cognitive Theory of Development (1954)Development (1954)

Jean PiagetJean Piaget four stages in the development of four stages in the development of

children’s thought processeschildren’s thought processes 1. Sensorimotor-young children use 1. Sensorimotor-young children use

their senses to make discoveries-by their senses to make discoveries-by touch they discover that their hands touch they discover that their hands are part of themselvesare part of themselves

2. Preoperational-use words and 2. Preoperational-use words and symbols to distinguish objects and symbols to distinguish objects and ideasideas

3. Concrete operational-engage in 3. Concrete operational-engage in more logical thinking more logical thinking

4. Formal operational-adolescents 4. Formal operational-adolescents are capable of sophisticated abstract are capable of sophisticated abstract thought-deal with ideas and values in thought-deal with ideas and values in a logical waya logical way

Anticipatory SocializationAnticipatory Socialization

Anticipatory Socialization Anticipatory Socialization refers to the processes of refers to the processes of socialization in which a socialization in which a person “rehearses” for future person “rehearses” for future positions, occupations, social positions, occupations, social relationshipsrelationships

culture functions better if the culture functions better if the norms, values, behavior is norms, values, behavior is associated with the social associated with the social position before actually position before actually assuming that statusassuming that status

families of snakers-age 5 or families of snakers-age 5 or 6-begins to touch the snake 6-begins to touch the snake

Anticipatory Socialization Anticipatory Socialization and Resocializationand Resocialization

Snakers continuedSnakers continued Boy learns how to catch snakes Boy learns how to catch snakes

and the habits of the different and the habits of the different speciesspecies

matter of intense pride when a matter of intense pride when a boy follows in his father and boy follows in his father and grandfather’s footstepsgrandfather’s footsteps

Resocialization-discard former Resocialization-discard former behavior patterns and accepting behavior patterns and accepting new ones-transition in one’s lifenew ones-transition in one’s life

explicit effort to transform explicit effort to transform someone-someone-

ResocializationResocialization

Reform school, therapy Reform school, therapy groups, prisons, religious groups, prisons, religious conversion settings, political conversion settings, political indoctrination campsindoctrination camps

considerable stress considerable stress particularly effective when it particularly effective when it

occurs within the total occurs within the total institution-regulate all aspects institution-regulate all aspects of a person’s life under a of a person’s life under a single authoritysingle authority

Total Institutions-prisons, Total Institutions-prisons, military, mental hospitals, military, mental hospitals, conventsconvents

Total InstitutionTotal Institution

Totally cut off from rest of Totally cut off from rest of society-must provide for those society-must provide for those inside itinside it

Four Common Traits:Four Common Traits: 1. All aspects of life are 1. All aspects of life are

conducted in the same place-conducted in the same place-under the control of the single under the control of the single authorityauthority

2. Any activities conducted in the 2. Any activities conducted in the company of others in the same company of others in the same circumstancescircumstances

3. The authorities devise rules 3. The authorities devise rules and schedule activities without and schedule activities without consulting participantsconsulting participants

4. Designed to fulfill the purpose 4. Designed to fulfill the purpose of the organizationof the organization

<Convent<Convent

ResocializationResocialization

Degradation Ceremony-Degradation Ceremony- entering prison-stripped of jewelry, entering prison-stripped of jewelry,

clothing, personal possessions-name clothing, personal possessions-name taken away and given number taken away and given number

individual becomes secondary and individual becomes secondary and invisible invisible

Quintuplets born in 1934-world was Quintuplets born in 1934-world was gripped by it-turns out to be an gripped by it-turns out to be an example of Goffmann’s total example of Goffmann’s total institutionalityinstitutionality

government of Ontario took the government of Ontario took the babies from their home, set them up babies from their home, set them up in a facility with an observation deck in a facility with an observation deck overlooking their playgroundoverlooking their playground

each month 10,000 tourists paid to each month 10,000 tourists paid to see the “Cinderella” babiessee the “Cinderella” babies

Degradation CeremonyDegradation Ceremony

When the girls left the compound, it When the girls left the compound, it was to raise money for some cause or was to raise money for some cause or merchandise some productmerchandise some product

even their parents and older siblings even their parents and older siblings had to make appointments to see had to make appointments to see themthem

child psychologist responsible for care child psychologist responsible for care of the quints did not allow them to be of the quints did not allow them to be spanked or hugged-fear of infectionspanked or hugged-fear of infection

after 9 years they were reunited with after 9 years they were reunited with their familytheir family

legacy of total institution-sharp legacy of total institution-sharp division and jealousies had developed division and jealousies had developed between the siblings and the quintsbetween the siblings and the quints

parents-charged with too much as parents-charged with too much as well as too littlewell as too little

Social Roles and DatingSocial Roles and Dating

1. Make a chart1. Make a chart 2. Boys-likes and dislikes about dating2. Boys-likes and dislikes about dating 3. Girls-likes and dislikes about dating3. Girls-likes and dislikes about dating 4. Also list your expectations on any 4. Also list your expectations on any

date you go on.date you go on. ““onstage behavior” v. “backstage onstage behavior” v. “backstage

behavior” behavior”

The Societal View of The Societal View of BeautyBeauty

What is your view of beauty?What is your view of beauty? Boys list the attributes of a girl that makes her beautiful. Keep it cleanBoys list the attributes of a girl that makes her beautiful. Keep it clean Girls do the sameGirls do the same Discussion-Discussion- 1. How do the boys’ view of beauty differ from the girls?1. How do the boys’ view of beauty differ from the girls? 2. Do you think the roles society has taught you play a part in your 2. Do you think the roles society has taught you play a part in your

responses?responses? 3. What is our society view of beauty3. What is our society view of beauty 4. Do you make an attempt to conform to the societal view?4. Do you make an attempt to conform to the societal view? 5. What was the societal view of beauty in the past5. What was the societal view of beauty in the past

Agents of SocializationAgents of Socialization

1. Family-teach gender roles1. Family-teach gender roles primary agents of socializationprimary agents of socialization 2. School-conflict theorists contend 2. School-conflict theorists contend

that school foster competition through that school foster competition through rewards and punishment-someone rewards and punishment-someone learning a skill may feel stupid because learning a skill may feel stupid because they do not learn it fast enoughthey do not learn it fast enough

3. Peer Group-teenagers imitate their 3. Peer Group-teenagers imitate their friends-ease transition to adulthoodfriends-ease transition to adulthood

4. Mass Media and Technology-32% 4. Mass Media and Technology-32% under 7 have their own TV’s-53% of under 7 have their own TV’s-53% of children 12-18 have their own TV’s-children 12-18 have their own TV’s-

5. Workplace-behave appropriately in 5. Workplace-behave appropriately in an occupationan occupation

6. The state-individual as a citizen ad 6. The state-individual as a citizen ad economic factoreconomic factor