Socialization Lecture

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SOCIALIZATION

Transcript of Socialization Lecture

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SOCIALIZATION

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Who are you?

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Who are you? (from other people’s point of 

view)

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• How society effects human development,nature v. nurture, are we prisoners ofsocialization

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Socialization is the process by whichpeople learn the characteristics of theirgroup- knowledge, skills, attitudes, values

and actions appropriate for them Also… 

Socialization may be broadly defined as the

learning of skills and attitudes necessaryfor playing given social roles within asocial group

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• The process through which theindividual acquires culture,(knowledge, value, etc.).

• The socialization process is the waythrough which an individual learns as aresult of interaction w/ the environment

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The given social roles as well as theattitudes and skills will vary from onesocial group to another..

• Does being a woman mean being able to build a house?

• No one set of attitudes and skills is better than any otherbut is adapted to that particular social context

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• Humans learning to be humans

• To be “made social” 

• Socialization is developmental stages +learning/exposure

 – Potty training, reading, playing soccer…

 – My wife vs. me… reading interesting example 

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Different social groups will also have different theories of learning as well asdifferent ideas about child development and the roles children should play

• Nature and nurture effect human development

• Societal interaction is a key to human development- shown in studies offeral and isolated children

• Language, social contact and interaction allow humans develop inemotionally “healthy” human beings. This is known as the social environment (entire human environment including direct contact with others)

• Language is not natural it is learned

• The family is the primary agent of socialization

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Playing a social role in a social group isabout assuming a particular identity withinthat particular social context

• A big sister

• A class clown• A bully

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Although there may be general things allpeople in a social group should learn,people will learn different skills and 

attitudes as they participate in differentsocial roles in different social groups

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Learning different skills and attitudes isabout access to participating in a particularsocial role in a particular social group

• Learning is therefore always fused topower relations

• Getting access, excluding access areoften being negotiated and under conflict

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One learns across the lifecourse,

not just as a child• When one enters

a new job• When one enters

a new phase of

life: toddlerhoodvs. elderhood

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People participate in different social groups

across their everyday lives and lifespans, andswitch roles across those contexts.

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Socialization is linked to a social group’s

social continuity and transformation 

reciprocally.

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Types of Socialization

• Deliberate Socialization

• Unconscious Socialization

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 Deliberate Socialization

• Refers to the socialization processwhen there exists a deliberate andpurposeful intent to convey values,

attitudes, knowledge, skill, etc.(culture). 

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Examples of DeliberateSocialization 

a) School situation 

b) Parents telling a child to always say

"please." 

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Unconscious Socialization

• Socialization which occurs as aresult of spontaneous interactionw/no purposeful or deliberateattempt on the part of anyoneinvolved to train, educate, etc. 

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Example of UnconsciousSocialization: 

• The child learning to use vulgarity ina frustrating traffic situation by

observing parents.

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How do people learn?

How did you learn to be aman/woman? How did you learn the

skills and attitudes associated withbeing your gender?

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How do people learn?

• By participatingin that socialgroup!

• Observation• Some direct

instruction, butmuch less thanone would get ina school

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Learning as participation in a

social group• “Legitimate peripheral

participation” 

• One never fully masters the roleone plays in that group; one isalways learning: being a goodmother, for instance.

• Over time, one’s participationincreases gradually inengagement and complexity

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Why do people want to learn theattitudes and skills of the roles

appropriate to a given social

group?

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Aims of Socialization: 

1. To instill disciplines 

 – Ex. Don't walk in front of a moving car 

2. To develop aspirations and ambitions 

 – Ex. I want to be a nun, rock star, great sociologist. 

3. Tto develop skills – Ex. Reading, drving, etc. 

4. To enable the acquisition of social roles 

 – Ex. Male, student, etc. 

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THEORIES of

SOCIALIZATION

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Functionalism

• Consensus Theory

• Derived from Durkheim, Parsons & Merton

• Stresses how socialization contributesto a stable society.

• Based on premise that all aspects ofsociety – institutions, roles, norms – allserve a purpose and that all areindispensible for the long term survival

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Conflict Theory

• Power & Conflict Theory

• Derived from Karl Marx & Max Webber

• Views Socialization as a way for thepowerful to preserve the status quo. 

• Conflict is ongoing, persistent and afundamental part of our society.

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Symbolic Interactionism

• Interaction & Interpretation Theory

• Derived from Blumer, Mead, Goffman

• Holds that socialization is a majordeterminant of human nature. 

• Human behavior is determined not only by theobjective facts of a situation but also by howpeople define that situation – that is, by themeaning they attribute to it.

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Theories of HumanDevelopment

• Humans develop reasoning skills, personality,emotions, morals and a sense of self throughsocial observation, contact and interaction.

• Major theories- Cooley’s “looking glass self”,

Mead and role taking, Piaget and stages ofdevelopment, Kohlberg’s stages of 

development, and Carol Gilligan’ stages of development.

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Looking Glass Self and Role TakingLooking Glass Self (1902) Each to a looking glass reflects the other that doth pass.

• Charles Cooley- coined the term. It is the process by which a person’s sense of self developsfrom interactions with others.

• 1-Imagine how we appear to those around us 2-Intrperet others reactions 3- develop self-concept

• The self is never a finished product, it is always a process

Mead and Role Taking (1934)• In order to take the role of the other the person needs to put themselves in the other persons

shoes

• Not born with this ability- during childhood this is developed through play

• Children first learn to take on the role of the significant other eventually take the role of the“generalized other” 

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Three Stages of Role Taking

• Three and Under-mimic gestures andwords of others

• Three to Six- Take

role of others,firefighter, superhero

• Games- playorganized gamesthat require them to

take multiple roles

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“I” and “Me” and the Mind as a

Product of Society

• Self is divided into two parts-”I” and the “Me” 

• I is the self as subject, creative, active part ofself

• Me is the self as an object

• Mead drew the conclusion that not only the self 

but the human mind is a social product  We think using symbols.

Symbols come from societies, like language. If society did notprovide symbols we could not think

The mind is a product of society

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“I” and “Me” and the Mind as a

Product of Society

• Self is divided into two parts-”I” and the “Me” 

• I is the self as subject, creative, active part ofself

• Me is the self as an object

• Mead drew the conclusion that not only the self 

but the human mind is a social product  We think using symbols.

Symbols come from societies, like language. If society did notprovide symbols we could not think

The mind is a product of society

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Piaget and the Development ofReason

• Sensorimotor Stage

• understanding limited to direct contact.

• Can’t recognize cause and effect-

• birth to age two 

• Preoperational Stage

• do not understand common concepts like size

and speed, do not understand numbers.• Can’t take the role of the other  

• Two to age seven 

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Piaget and the Development ofReason

• Concrete operational stage

• Reasoning ability remains concrete

• Children can understand causation• Take the role of others and participate in

games

• Need concrete examples to talk aboutconcepts

• Ages seven to twelve 

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Piaget and the Development ofReason

• Formal Operational Stage

• Children capable of abstract thinking

• Can talk about concepts based ongeneral principles

• Children know right from wrong without

needing concrete examples• After age twelve 

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Freud and the Development ofPersonality

• Along with development of the mind is thedevelopment of the personality 

• Sigmund Freud, Austrian psychologisttheory of the three elements of personality

o The id

o The egoo The superego

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Freud and the Development ofPersonality

• Id- all people are born with it.The inborn drive that leads us toseek self gratification.

• Ego- the id is blocked by the

needs of others. To adapt tothese needs the ego develops. Itis the balancing force betweenthe id and societies needs tosuppress it.

• Superego- the culture within us.

The norms and values we haveinternalized from our socialgroups. The moral component ofour personality.

• Freud does not take intoaccount the fact that social

class and roles in groupsunderlie our behavior

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Agents of Socialization pp.78-85

• Groups that influence our orientation towardlife- our self concept, emotions, attitudes andbehavior- are called agents of socialization.

• Major Agents of Socialization

• The Family• The Neighborhood• Religion• Day Care

• School• Peer Groups• Sports and Competitive Success• The Workplace

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The Family

• Study of how working class families and middleclass families raise their children.

• Job type is a defining characteristic of child

rearing style.

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The Neighborhood

• Parents try to move to betterneighborhoods

Children from low income neighborhoods

are more likely to get into trouble, getpregnant, drop out of school and have adisadvantaged life.

More affluent neighborhoods people watchout for each other more because thepopulation is more stable. This keepschildren out of trouble and safe

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Religion• Religion influences

values

• 40% of Americansattend church regularly

• Even people who do notgo to church regularlyreligion provides aframework for morality

• Teaches ideas about

dress, speech, mannersthat are appropriate forformal occasions

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Latent and Manifest Functions

• Latent functions- unintendedconsequences of people’s actions 

• Manifest functions- intended beneficialconsequences of people’s actions

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Day Care

• A study that followed children from age infancyto kindergarten reported that children that spentmore time in day care than with their motherswere more uncooperative and unaffectionate

toward their mothers. This was regardless ofsocial class or the families social status

• A positive finding was the children scoredhigher on language tests regardless of income

or social status. This is probably due to thesocial interaction with other children at daycare.

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School and Peer Groups

• As children enter school the influence of the parentsand family lessens

• When this occurs there is a transfer of values too thoseof the peer group

• Children separate themselves by sex group

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School and Peer Groups

• School gives children a broader perspectivethat helps them prepare for the world beyondthe family

• Children learn universality- the same rulesapply to everyone regardless of how specialthey may be at home

• Corridor Curriculum-What students teach each

other outside of classroom

• Schools around the world reflect and reinforcetheir nation’s social, economic and political

systems

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School and Peer Groups

• Boys Norms

• Athletic Ability

• Coolness

• Toughness

• AcademicAchievement for

boys lowered theirpopularity

• Girls Norms

• Popularity based onfamily background

• Physical appearance• The ability to attract

popular boys

• Academicachievementincreased standingamong peers

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School and Peer Groups

• It is almost impossible to go against your peergroup

• Those who conform are “insiders”. Those that

don’t are “outsiders”.• Standards of peer groups dominate our lives

and influence our choices

Sports and Competitive

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Sports and CompetitiveSuccess

• Sports teach values-“how to be a teamplayer” 

• Boys learn to achieve in

sports to gain prestige• Encourages boys todevelop instrumental relationships- thosebased on what you canget out of people

• Girls construct theiridentities on meaningfulrelationships, notcompetitive success

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The Workplace

• We learn different perspectives about the worldfrom our co-workers and workplace

• Before we become engaged in a career webecome involved in anticipatory socialization- learning to play a role before entering it. Thisallows us to become familiar with a role andbecome aware what is expected of us

• The more we participate in a line of work themore it becomes part of your self concept,people describe themselves by their line ofwork

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Resocialization

• Occurs when people learn new norms, valuesand attitudes to match their new situation.When new ideas become incorporated into the

person, they view life as fundamentallydifferent.

• Examples of Resocialization• Divorce

• Going to college

• Joining fraternities/sorrorities

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Total Institutions

• A place where people are cut off from therest of society and are totally controlledby the officials that run the place.

• Examples• Boot Camp

• Prison

• Concentration Camps

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Total Institutions• When a person enters a total

institution they go through adegradation ceremony

• This is an attempt to stripaway the persons identity-

shaved head, take awaypersonal items, undergoexamination in public, given auniform

• All routine is standardized,takes away individuality

• This experience brands aperson for life

Sociological Significance of the Life

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Sociological Significance of the Life

Course

• When you live and your social locationdetermine your life course.

• Being born ten years later or earlier can change

the direction your life takes• Social Location- your gender, social class and

race- is also significant. Societies events willhave similar effects on people of the same

social location

• Individual factors also influence your life course.examples  – marrying early, entering college late 

Are we Prisoners of

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Are we Prisoners ofSocialization?

• We are not completely products of socialization- socialization doesnot go in and behavior comes out.

• Socialization effects us all, but we each have a self.

• The self is dynamic not a passive sponge, we are each activelyinvolved in the construction of the self.

• Some social institutions, like the family, provide us with the basicelements of our personality. We voluntarily join other social groupsthat have an effect on our self. People can change the self and

social location along with the options available within society.