Socialization Chapter Four. Copyright © 2004 by Nelson, a division of Thomson Canada Outline Why...

SocializationSocialization

Chapter FourChapter Four

Copyright © 2004 by Nelson, a division of Thomson CanadaCopyright © 2004 by Nelson, a division of Thomson Canada

OutlineOutline

Why is Socialization Important?Why is Socialization Important? Agents of SocializationAgents of Socialization Sociological Theories of Human DevelopmentSociological Theories of Human Development Social Psychological Theories of Human Social Psychological Theories of Human

DevelopmentDevelopment Gender and Racial-Ethnic SocializationGender and Racial-Ethnic Socialization Socialization through the Life CourseSocialization through the Life Course ResocializationResocialization Socialization in the FutureSocialization in the Future


Why is Socialization Important?Why is Socialization Important?

Defined: The lifelong process of social Defined: The lifelong process of social interaction through which individuals acquire interaction through which individuals acquire a self-identity and the physical, mental, and a self-identity and the physical, mental, and social skills needed for survival in society. social skills needed for survival in society. (p. 104)(p. 104)– Elements:Elements:

Essential for the individual’s survival and growthEssential for the individual’s survival and growth Essential for the survival and stability of societyEssential for the survival and stability of society



Human Development: Biology and SocietyHuman Development: Biology and Society– Key insight: we are products of biology, society, Key insight: we are products of biology, society,

and personal experiencesand personal experiences– Two contrasts:Two contrasts:

Sociologists focus on nurture, culture, and societySociologists focus on nurture, culture, and society Socio-biologists focus on biology and how it affects Socio-biologists focus on biology and how it affects

social behavioursocial behaviour Combined view: both nature and nurture shape usCombined view: both nature and nurture shape us



Problems with Isolation and Maltreatment:Problems with Isolation and Maltreatment:– Nonhuman primates and isolation: the Harlow studiesNonhuman primates and isolation: the Harlow studies– Isolated Children (or feral children). Real examples:Isolated Children (or feral children). Real examples:

Anna Anna GenieGenie

– Child MaltreatmentChild Maltreatment Most common is neglectMost common is neglect Very negative outcomesVery negative outcomes Issue of spanking: Is this abuse?Issue of spanking: Is this abuse?


Agents of SocializationAgents of Socialization

The FamilyThe Family The SchoolThe School Peer GroupsPeer Groups Mass MediaMass Media


The FamilyThe Family

The most basic and foundational agentThe most basic and foundational agent Functionalist interpretation:Functionalist interpretation:

– Families are the source of procreation and Families are the source of procreation and socialization of childrensocialization of children

– Source of emotional supportSource of emotional support

Variations of socialization:Variations of socialization:– ClassClass– Race and EthnicityRace and Ethnicity


The FamilyThe Family

Conflict Theorists:Conflict Theorists:– Socialization reproduces class in children from Socialization reproduces class in children from

the class of the parentsthe class of the parents

Symbolic InteractionistsSymbolic Interactionists– Through interactions with our parents, kin, and Through interactions with our parents, kin, and

siblings we are socializedsiblings we are socialized


The SchoolThe School

A significant agentA significant agent——most Canadians spend most Canadians spend about 20 years in educationabout 20 years in education

Issues:Issues:– Single parent childrenSingle parent children– Daycare for working parentsDaycare for working parents

Schools are miniature societies: we learn Schools are miniature societies: we learn skills, punctuality, obedience to authority skills, punctuality, obedience to authority figuresfigures



A Functionalist PerspectiveA Functionalist Perspective Their functions:Their functions:

1. teaching students to be productive members of 1. teaching students to be productive members of a societya society

2. transmission of culture2. transmission of culture

3. social control and personal development3. social control and personal development

4. selection, training, and placement of individuals 4. selection, training, and placement of individuals in social ranksin social ranks



A Conflict PerspectiveA Conflict Perspective Children have varied experiences Children have varied experiences

dependent upon class, race, gender, and dependent upon class, race, gender, and ethnicityethnicity

Hidden curriculumHidden curriculum concept: children learn concept: children learn the capitalistic system in schoolthe capitalistic system in school



A Symbolic Interactionist PerspectiveA Symbolic Interactionist Perspective Socialization is a result of daily interactions Socialization is a result of daily interactions

in the school settingin the school setting Here, students learn about their culture, the Here, students learn about their culture, the

nation, aggression and compliance, and nation, aggression and compliance, and gendergender


Peer GroupsPeer Groups

Defined: a group of people who are linked Defined: a group of people who are linked by common interests, equal social position, by common interests, equal social position, and similar age (p. 111)and similar age (p. 111)

Their functions:Their functions:– Contribute to our sense of “belonging”Contribute to our sense of “belonging”– Give some sense of freedom from familyGive some sense of freedom from family– Teach social normsTeach social norms– They reflect the larger culture in many waysThey reflect the larger culture in many ways


Peer GroupsPeer Groups

Question of Peer Pressure:Question of Peer Pressure: When we conform we are rewarded but When we conform we are rewarded but

when we rebel we are punishedwhen we rebel we are punished Issue: conflict between conformity to peers Issue: conflict between conformity to peers

or conformity to parentsor conformity to parents Strong pressure to have things that other Strong pressure to have things that other

children have is passed on to parentschildren have is passed on to parents


Mass MediaMass Media

Media functions:Media functions:1. they inform us about events1. they inform us about events

2. they introduce us to a wide variety of people2. they introduce us to a wide variety of people

3. they provide a variety of viewpoints of the world 3. they provide a variety of viewpoints of the world around usaround us

4. they make us aware of products and services4. they make us aware of products and services

5. they entertain us by providing the opportunity 5. they entertain us by providing the opportunity to live vicariouslyto live vicariously



Estimates of exposure of Canadian children:Estimates of exposure of Canadian children:– 2 ½ hours a day watching TV2 ½ hours a day watching TV– 2 hours a day on computers, video games, or a 2 hours a day on computers, video games, or a

VCRVCR– Total: over 1600 hours a yearTotal: over 1600 hours a year– In contrast, they spend 1200 hours a year in In contrast, they spend 1200 hours a year in

schoolschool



Issues:Issues:– Children know more about media figures than Children know more about media figures than

current eventscurrent events– Reading skill decrease in U.S. childrenReading skill decrease in U.S. children– Effects: lower grades, read fewer books, Effects: lower grades, read fewer books,

exercise less, and are overweightexercise less, and are overweight– ““Digital divide”: knowledge divide for those with Digital divide”: knowledge divide for those with

computers with those without computers with those without


Sociological Theories of Human Sociological Theories of Human DevelopmentDevelopment

Classical Symbolic InteractionismClassical Symbolic Interactionism Recent Symbolic InteractionismRecent Symbolic Interactionism Ecological PerspectivesEcological Perspectives


Sociological Theories of Human Sociological Theories of Human DevelopmentDevelopment

Overview:Overview:– Meaning of selfMeaning of self

Has such terms as I, me, my, mine, and myselfHas such terms as I, me, my, mine, and myself Self concept: the totality of our beliefs and feelings about Self concept: the totality of our beliefs and feelings about

ourselves (p. 115)ourselves (p. 115)

Four Components of SelfFour Components of Self1. the physical self ( I am tall or short)1. the physical self ( I am tall or short)

2. active self (I am good at soccer)2. active self (I am good at soccer)

3. social self (I am nice to others)3. social self (I am nice to others)

4. the psychological self (I believe in world peace)4. the psychological self (I believe in world peace)


Classical Symbolic InteractionismClassical Symbolic Interactionism

Origins in Cooley and Mead of the Chicago School Origins in Cooley and Mead of the Chicago School of Sociologyof Sociology

Charles Horton Cooley (1864-1929)Charles Horton Cooley (1864-1929) Looking-Glass SelfLooking-Glass Self::

1. We imagine how we look to others1. We imagine how we look to others

2. We imagine how others judge our appearance2. We imagine how others judge our appearance

3. We develop a self-concept by evaluating if others are 3. We develop a self-concept by evaluating if others are positive we feel good but if we think they are negative in positive we feel good but if we think they are negative in their judgments, we feel bad their judgments, we feel bad



George Herbert Mead (1963-1931)George Herbert Mead (1963-1931) Central concepts:Central concepts:

– Role-takingRole-taking: the process by which a person : the process by which a person mentally assumes the role of another person in mentally assumes the role of another person in order to understand the world from that person’s order to understand the world from that person’s point of view (p. 116)point of view (p. 116)

– Significant othersSignificant others: those persons whose care, : those persons whose care, affection, and approval are especially desired affection, and approval are especially desired and who are most important in the development and who are most important in the development of the self (p. 117)of the self (p. 117)



Mead and Central concepts:Mead and Central concepts:– SelfSelf: A unity of I (my active part) and Me (my passive : A unity of I (my active part) and Me (my passive

part)part)– Stages of DevelopmentStages of Development

1. Preparatory stage (no role)1. Preparatory stage (no role)

2. Play (taking the role of another person)2. Play (taking the role of another person)

3. Game (taking the role of others in many situations)3. Game (taking the role of others in many situations)

– Generalized other: the child’s awareness of the Generalized other: the child’s awareness of the demands and expectations of the society as a whole demands and expectations of the society as a whole or the child’s subculture (p. 118)or the child’s subculture (p. 118)


Recent Symbolic Interactionist Recent Symbolic Interactionist PerspectivesPerspectives

Key TheoryKey Theory: Children create and recreate : Children create and recreate constructs in their daily lives through the constructs in their daily lives through the organization and meanings of social organization and meanings of social situations and collective practices situations and collective practices

Key Concept:Key Concept:– Orb Web ModelOrb Web Model: children’s cultural knowledge : children’s cultural knowledge

reflects not only beliefs of the adult world but reflects not only beliefs of the adult world but also the unique interpretations and aspects of also the unique interpretations and aspects of their own peer culturetheir own peer culture


Ecological PerspectivesEcological Perspectives

Key theoryKey theory: a child’s development is an : a child’s development is an effect of a variety of social and cultural effect of a variety of social and cultural contexts that a child is embedded withincontexts that a child is embedded within

Key Concepts:Key Concepts:– MicrosystemMicrosystem: face-to-face contact (family): face-to-face contact (family)– MesosystemMesosystem: indirect contact of another : indirect contact of another

person through the direct contact with a third person through the direct contact with a third (fathers influence mothers who in turn influence (fathers influence mothers who in turn influence the child)the child)


Ecological PerspectivesEcological Perspectives

Key Concepts:Key Concepts:– ExosystemExosystem: Indirect influence on a child from, : Indirect influence on a child from,

for example, a parent who, in turn, is influenced for example, a parent who, in turn, is influenced by where she or he worksby where she or he works

– MacrosystemMacrosystem: The child’s development is an : The child’s development is an effect of the larger social system especially in effect of the larger social system especially in regard to public policy and child care legislationregard to public policy and child care legislation


Social Psychological Theories of Social Psychological Theories of Human DevelopmentHuman Development

Freud and PsychoanalysisFreud and Psychoanalysis Erickson and Psychosocial DevelopmentErickson and Psychosocial Development Piaget and Cognitive DevelopmentPiaget and Cognitive Development Kohlberg and the Stages of Moral Kohlberg and the Stages of Moral

DevelopmentDevelopment Gilligan’s View on Gender and Moral Gilligan’s View on Gender and Moral

DevelopmentDevelopment


Freud and PsychoanalysisFreud and Psychoanalysis

Key Theory: Key Theory:

1. People have two basic tendencies 1. People have two basic tendencies (instincts):(instincts):– To surviveTo survive– To procreateTo procreate

2. That a child’s development is an effect of 2. That a child’s development is an effect of factors from the id, the ego, and the factors from the id, the ego, and the superegosuperego


Freud and PsychoanalysisFreud and Psychoanalysis

Key Concepts:Key Concepts:– Id: the component of the personality that includes all of Id: the component of the personality that includes all of

the individual’s basic biological drives and needs that the individual’s basic biological drives and needs that demand immediate gratificationdemand immediate gratification

– Ego: the rational, reality-orientated component of Ego: the rational, reality-orientated component of personality that imposes restrictions on the innate personality that imposes restrictions on the innate pleasure seeking drives of the idpleasure seeking drives of the id

– Superego: The conscience that consists of the moral Superego: The conscience that consists of the moral and ethical aspects of one’s personality that comes from and ethical aspects of one’s personality that comes from parents, others, the whole societyparents, others, the whole society


Erickson and Psychosocial Erickson and Psychosocial DevelopmentDevelopment

Erik H. Erickson (1902-1944)Erik H. Erickson (1902-1944) Key TheoryKey Theory: His was a developmental : His was a developmental

theory of movement through 8 stages. Each theory of movement through 8 stages. Each subsequent stage depended on the success subsequent stage depended on the success of transition from the previous one.of transition from the previous one.


Erickson and Psychosocial Erickson and Psychosocial DevelopmentDevelopment

Key concepts or stages:Key concepts or stages:1. Trust vs. mistrust (birth to one)1. Trust vs. mistrust (birth to one)2. Autonomy vs. shame and doubt (1-3)2. Autonomy vs. shame and doubt (1-3)3. Initiative vs. guilt (3-5)3. Initiative vs. guilt (3-5)4. Industry vs. inferiority (6-11)4. Industry vs. inferiority (6-11)5. Identity vs. role confusion (12-18)5. Identity vs. role confusion (12-18)6. Intimacy vs. isolation (18-35)6. Intimacy vs. isolation (18-35)7. Generativity vs. self-absorption (35-55)7. Generativity vs. self-absorption (35-55)8. Integrity vs. despair (maturity to old age)8. Integrity vs. despair (maturity to old age)


Piaget and Cognitive DevelopmentPiaget and Cognitive Development

Key TheoryKey Theory: A theory of the development of : A theory of the development of our cognitive skills. As we age, we change our cognitive skills. As we age, we change how we think. how we think.

Key conceptsKey concepts (stages): (stages):1. Sensorimotor (birth to 2)1. Sensorimotor (birth to 2)

2. Preoperational (2-7)2. Preoperational (2-7)

3. Concrete operational (7-11)3. Concrete operational (7-11)

4. Formal operational (12- through adolescence)4. Formal operational (12- through adolescence)


Kohlberg and Moral DevelopmentKohlberg and Moral Development

Key TheoryKey Theory: A theory of the development of : A theory of the development of our moral or ethical skills. As we age, we our moral or ethical skills. As we age, we change our moral behaviour.change our moral behaviour.

Key conceptsKey concepts (stages): (stages):1. Preconventional (7-10)1. Preconventional (7-10)

2. Conventional (10 through adulthood)2. Conventional (10 through adulthood)

3. Postconventional (adult life but few attain it)3. Postconventional (adult life but few attain it)


Gilligan, Gender, and Moral Gilligan, Gender, and Moral DevelopmentDevelopment

Carol Gilligan (b. 1936)Carol Gilligan (b. 1936) Key TheoryKey Theory: We develop morally depending : We develop morally depending

on our gender. on our gender. Key conceptsKey concepts

1. Males: more concerned about justice, law, and 1. Males: more concerned about justice, law, and orderorder

2. Females: more focused on relationships2. Females: more focused on relationships


Gilligan, Gender, and Moral Gilligan, Gender, and Moral DevelopmentDevelopment

Women’s Moral Developmental stagesWomen’s Moral Developmental stages::1. Motivated by selfish concerns1. Motivated by selfish concerns

2. Motivated by some responsibility for others2. Motivated by some responsibility for others

3. Motivated to do the best both for herself and for 3. Motivated to do the best both for herself and for othersothers


Gender and Racial-Ethnic Gender and Racial-Ethnic SocializationSocialization

Gender socialization: the aspect of Gender socialization: the aspect of socialization that contains specific socialization that contains specific messages and practices concerning the messages and practices concerning the nature of being female or male in a specific nature of being female or male in a specific group or society (p. 124)group or society (p. 124)

Sources of gender socialization: family, Sources of gender socialization: family, social class, schools, peers, media, and the social class, schools, peers, media, and the computercomputer


Socialization Through the Life Socialization Through the Life CourseCourse

Infancy and ChildhoodInfancy and Childhood AdolescenceAdolescence AdulthoodAdulthood



Special term: Special term: Anticipatory socializationAnticipatory socialization: : the process by which knowledge and skills the process by which knowledge and skills are learned for future roles (p. 125)are learned for future roles (p. 125)

Infancy and childhoodInfancy and childhood

Central concernCentral concern: during infancy and : during infancy and early childhood, family support and early childhood, family support and guidance are crucial to a child’s developing guidance are crucial to a child’s developing self-conceptself-concept



Infancy and ChildhoodInfancy and ChildhoodCentral activitiesCentral activities: carefree play, : carefree play,

safety, and freedom from economic, safety, and freedom from economic, political, and sexual responsibilitiespolitical, and sexual responsibilities

IssueIssue: physical, emotional, and sexual : physical, emotional, and sexual abuse and its negative outcomes for abuse and its negative outcomes for children’s developmentchildren’s development


AdolescenceAdolescence– In industrialized societies, this stage represents In industrialized societies, this stage represents

a buffer between childhood and adulthooda buffer between childhood and adulthood– Common: emotional and social unrestCommon: emotional and social unrest– Some struggle in conflict between parental Some struggle in conflict between parental

wishes and peer pressurewishes and peer pressure– Transition for upper and middle class families to Transition for upper and middle class families to

higher educationhigher education



AdulthoodAdulthood– Two foci:Two foci:

Work in the paid labour forceWork in the paid labour force The development of intimate relationships that often result in The development of intimate relationships that often result in

marriage and having childrenmarriage and having children

– Key conceptsKey concepts Workplace (occupational) socialization.Workplace (occupational) socialization.

– Four phases:Four phases:1. career choice1. career choice2. anticipatory socialization2. anticipatory socialization3. conditioning and commitment3. conditioning and commitment4. continuous commitment4. continuous commitment



AdulthoodAdulthood– Key conceptsKey concepts

Social Devaluation: wherein a person or group is Social Devaluation: wherein a person or group is considered to have less social value than other considered to have less social value than other individuals or groups (p. 127). A frequent individuals or groups (p. 127). A frequent phenomenon among elderly Canadians.phenomenon among elderly Canadians.



ResocializationResocialization

Defined: The process of learning a new and Defined: The process of learning a new and different set of attitudes, values, and different set of attitudes, values, and behaviours from those in one’s previous behaviours from those in one’s previous background (p. 127)background (p. 127)

Special term: total institution: a place where Special term: total institution: a place where people are isolated from the rest of society people are isolated from the rest of society for a set period of time and come under for a set period of time and come under control of the officials who run the institution control of the officials who run the institution (p. 127)(p. 127)


Resocialization

Involuntary

When we receive a new status not of our own free will

Examples:

Armed forces conscription

Imprisonment

Voluntary

When we receive a new status of our own free will

Examples:

Religious conversion

Joining the armed forces


Socialization in the FutureSocialization in the Future

The family will continue to be the The family will continue to be the foundational source of socializationfoundational source of socialization

However, with these nuances:However, with these nuances:– Isolation of the family without social support will Isolation of the family without social support will

lay increased burdens on parentslay increased burdens on parents– Likely will be an increase of child abuseLikely will be an increase of child abuse

Increased use of computer technology may Increased use of computer technology may further impact socializationfurther impact socialization

Socialization Chapter Four. Copyright © 2004 by Nelson, a division of Thomson Canada Outline Why...

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