Socialization BBA 205 PDF

BBA 205 Socialization Muhammad Uzair Lecturer / RO-DGS  What is Socialization? The activity of mixing socially with others. “Socialization with students has helped her communication skills“ The process of learning to behave in a way that is acceptable to so...

BBA 205 Socialization Muhammad Uzair Lecturer / RO-DGS  What is Socialization? The activity of mixing socially with others. “Socialization with students has helped her communication skills“ The process of learning to behave in a way that is acceptable to society. “Pre-school starts the process of socialization“ Socialization refers to the process through which individuals learn and internalize the cultural norms, values, beliefs, and behaviors of their society or social group. It is a lifelong process that beings in childhood and continues throughout one’s life. What does socialization teach us? Language Culture Understanding with others Understanding of ourselves as a social being or a “Social Self ” Emergence of “Social Self ”  In sociology, socialization is the process Of internalizing the norms and ideologies of society. Socialization encompasses both learning and teaching and is thus "the means by which social and cultural continuity are attained".  Socialization is strongly connected to developmental psychology.  Humans need social experiences to learn their culture and to survive. Socialization essentially represents the whole process of learning throughout the life course and is a central influence on the behavior, beliefs, and actions of adults as well as of children.  Theory Socialization occurs through various agents of socialization, such as the family, peers, education, media, and religions institutions. These agents provide individuals with the necessary skills, knowledge, and social norms to participate in their society and interact with others.6 Types Primary Socialization Secondary Socialization Developmental Socialization Anticipatory Socialization Desocialization Socialization Organizational Socialization  Primary socialization Primary socialization for a child is very important because it sets the ground work for all future socialization. Primary Socialization occurs when a child learns the attitudes, values, and actions appropriate to individuals as members of a particular culture. It is mainly influenced by the immediate family and friends. For example, if a child saw his/her mother expressing a discriminatory opinion about a minority group, then that child may think this behavior is acceptable and could continue to have this opinion about minority groups.  Secondary socialization Secondary socialization refers to the process of learning what is the appropriate behavior as a member of a smaller group within the larger society. Basically, it is the behavioral patterns reinforced by socializing agents of society. Secondary socialization takes place outside the home. It is where children and adults learn how to act in a way that is appropriate for the situations they are in. Schools require very different behavior from the home, and Children must act according to new rules.  Secondary socialization New teachers have to act in a way that is different from pupils and learn the new rules from people around them. Secondary Socialization is usually associated with teenagers and adults, and involves smaller changes than those occurring in primary socialization. Such examples of Secondary Socialization are entering a new profession or relocating to a new environment or society.  UNDERSTANDING THE SOCIALIZATION PROCESS Freud’s Model of Personality  Freud believed that biology plays a major part in human development, though not in terms of human instincts.  He theorized that humans have two basic needs that are there at birth.  First is the need for bonding, which Freud called the “life instinct”.  Second, we have an aggressive drive he called the “death instinct”. These opposing forces operate at unconscious level and generate deep inner tension. Freud joined basic needs with the influence of society to form a model of personality with three parts: id, ego and superego  The id (the Latin word for it) represents the human being’s basic drives, which are unconscious and demand immediate satisfaction. Rooted in biology id is present at birth, making a new born a bundle of demands for attention, touching, and food. But society opposes the self- centered id, which is why one of the first words a child learns is “no.” THE ID (“It”): functions in the irrational and emotional part of the mind. At birth a baby’s mind is all Id - want. The Id is the primitive mind. It contains all the basic needs and feelings. And it has only one rule --> the “pleasure principle”: “I want it and I want it all now”. In transactional analysis, Id equates to "Child".  To avoid frustration, a child must learn to approach the world realistically. This is done through Ego (Latin word for I), which is a person’s conscious effort to balance innate pleasure-seeking drives with the demands of society. Ego is the balancing force between the id and the demands of society that suppress it. The ego develops as we become aware of ourselves and at the same time realize that we cannot have everything we want. Finally, the human personality develops the Superego (Latin meaning “above” or “beyond” the ego), which are the cultural values and norms internalized by an individual. The superego represents culture within us i.e. The norms and values that we have internalized from our social groups. The superego operates as our conscience, telling us why we cannot have everything we want.  As a moral component of the personality, the superego gives us the feelings of guilt or shame when we break social rules or pride and self- satisfaction when we follow them. The superego begins to form as a child comes to understand that everyone’s behavior must take the cultural norms into account. Superego too strong = feels guilty all the time, may even have an insufferably saintly personality  Charles H. Cooley: The looking Glass Self Others represent a mirror (which people used to call a “looking glass”) in which we can see ourselves. What we think of ourselves, then, depends on what we think others think of us. For example, if we think others see us as clever, we will think ourselves in the same way. But if we feel they think of us as clumsy, then that is how we will see ourselves. Cooley used the phrase looking glass self to mean a self-image based on how we think others see us.  Our sense of self develops from interaction with others. The term looking glass self was coined by Cooley to describe the process by which a sense of self develops. The looking glass self contains three elements: 1. We imagine how we appear to those around us. For example, we may think that others see us witty or dull. 2. We interpret others’ reactions. We come to conclusions about how others evaluate us. Do they like us being witty? Do they dislike us for being dull? 3. We develop a self-concept. Based on our interpretations of the reactions of others, we develop feelings and ideas about ourselves. A favorable reflection in this “social mirror” leads to a positive self concept, a negative reflection to a negative self- concept.  Note that the development of the self does not depend on accurate evaluations. Even if we grossly misinterpret how others think about us, those misjudgments become part of our self-concept. Note also that self-concept begins in childhood; its development is an ongoing, lifelong process. The three steps of the looking glass self are a part of our everyday lives, and as we monitor how other people react to us, we continuously modify the self. The self, then is never a finished product, but is always in process, even into old age. Thank You