SOCIALIZATION PERSPECTIVES. Socialization Is the learning of knowledge, skills, motivations, and...
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SOCIALIZATION
PERSPECTIVES
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Socialization
• Is the learning of knowledge, skills, motivations, and identities as our genetic potential ….(nature),
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• interacts with our social environment (nurture).
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Socialization Perspectives
• All of the various scholars agree that socialization is needed for culture and society values to be learned
• It is also agreed the socialization occurs because it is internalized (becomes part of you).
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Functionalist Perspective
• Functionalism stresses the importance of groups working together to create a stable society
• For example, schools and families socialize children by teaching them the same basic norms, beliefs and values
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Conflict Perspective
• Conflict perspective views socialization
as a way to maintain the status quo
(keep things the same)– For example, children are socialized to accept their
family’s social class which helps preserve the current class system
– People learn to accept their social status before they have enough self-awareness to realize what is happening
– Because they don’t challenge their social position they don’t upset the class structure
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Symbolic Interactionist Perspective
Maintain that human nature is a product of society
• Symbolic Interactionism uses several key ideas to explain socialization – The Self Concept– The looking-glass self– Significant others– Role taking (imitation, play, & game)– The generalized other
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Symbolic Interactionists
• Charles Horton Cooley & George Herbert Mead developed the Symbolic Interactionist Perspective in the early 1900s. They challenged the idea that biology determined human nature
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Interdisciplinary Child Research
1. Psychology-focuses on mental functioning, internal influences, subjective feelings.
2. Sociology-family is affected by social structural and cultural conditions.
3. Social Psychology –middle ground…Learning, cognition, psychoanalysis.
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Socialization Theorists
• Freud, (social Psych)• Piaget, • Sears, • Bandura)• Cooley, Mead (SI)• Parsons and Bales (SF)
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CONTINUUM of SOCIAL PSYCHOLOGY
• From Nature to Nurture
1. PSYCHOANALYTIC THEORY (Freud and Erikson)
2. COGNITIVE THEORY (Piaget)
3. LEARNING THEORY (Sears)
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Child Research
• The sociological study of the child began in the nineteenth century.
• It coincides with the development of the Reformers who criticized the capitalists who exploited child labour.
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P. Aries.
• In fact, a key sociological theory of Childhood is by P. Aries.
• His book, Centuries of Childhood, argues that prior to the 19thc children were viewed as `miniature adults’
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The founders• Early studies of the child include:
1. Georg Simmel 2. Fredrick Leplay in 19th c 3. R. Park and Burgess in the early
twentieth.
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The course of socialization
The child develops a self or awareness of ideas and attitudes about one’s personal and social identity.
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AGENTS OF SOCIALIZATION
• SOCIETY DOES NOT SPEAK WITH ONE VOICE
• VARIOUS AGENTS CARRY OUT THE TASK OF INDUCTING THE CHILD INTO AN ON-GOING SOCIAL ORDER
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Key Agents of Socialization
1. FAMILY
2. TEACHERS
3. PEERS
4. CHURCH
5. MASS MEDIA
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AGENTS OF SOCIALIZATION
family
School
peer groups
mass media
Ethnic community
religion
Key Socialization agents include:
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The family –primary agent
1. Well suited to socialization:
2. Its members are intimate
3. Face-to-face contact,
4. Parents are usually highly motivated to socialize their children
5. Siblings are key socializers as well
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FAMILY
1. Families are not always efficient agents of socialization.
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2. Parents may reproduce negative modeling they experienced as children.
THUS, PARSONS term: DYSFUNCTIONAL FAMILY
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The school-secondary agent
Serves to introduce students to the adult world
SCHOOL is A SECONDARY SOCIALIZATION AGENT
School teaches them what it is like to work in an impersonal setting
Teaches orderliness, conformity etc.
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School
1. Universal standards of achievement
The school has a `hidden curriculum’
The antithesis of the family.
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CHURCH: Another secondary agents
• Relgious leaders
• Lay people
• Institution’s-values and beliefs
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Weber on Religious Value Orientations
• Roman Catholic-communal fatalist\
• Protestant-intense inner worldly especially Calivinism
• Judaism-like Protestantism – more communal
• Islam-devotion and obedience to religious codes
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Peer groups
• Peers are people of similar age and status)
• Unique in that they are not controlled by adults (informal socializers)
• Significant guides to action in rapidly changing societies
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Peers are important
Parents’ experiences are insufficient guides to action in an era of rapid change.
Peers can be positive or negative socializers
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The mass media –
• Early theorists viewed media as a passive, impersonal means of receiving and transmitting information –
• Newer theorie• s emphasize two way
socialization.
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Media Effects
• Strong socializing influences whose effects are difficult to measure
• The mass media can control and create perceptions
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Media Effects
1. Teaches what is important in society
2. Selecting and stressing particular topics,
3. Constructs views, interpretations, and themes.
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MEDIA LITERACY
• MASS MEDIA IS GROWING IN IMPORTANCE
• OVERTAKING PARENTS?
• INVOKES A NEED FOR MEDIA LITERACY
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Summary
•Taken independently, these theories describe only a portion of the realities of the socialization process.
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•They should not be seen as mutually exclusive from one another.
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• It is clear that socialization involves a variety of socialization agents; primary and secondary
• Society does speak with one voice
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