Socialization: Theories and Agents PDF

5. Socialization Bodies… Spectacle of fighting children Nearly 36 million people currently live in slavery Social experience Socialization is the process through which people are taught to be proficient members of a society. The ways of understanding societal norms and expecta...

5. Socialization Bodies… Spectacle of fighting children Nearly 36 million people currently live in slavery Social experience Socialization is the process through which people are taught to be proficient members of a society. The ways of understanding societal norms and expectations, to accept society’s beliefs, and to be aware of societal values. Socialization (not socializing: interacting with others, like family, friends, and coworkers) -> but sociological process through socializing. Ex:Danielle’s story: no social interaction (social isolation): no material culture, nonmaterial culture (beliefs, values, norms), no concept of “family,” cultural expectations for using a bathroom for elimination, and had no sense of modesty. No symbols that make up language.  Theories of Self-Development Human beings: genetic makeup and biological traits; development through social interaction. Self-development: how the “self” becomes socialized. Psychological Perspectives on Self- Development Psychoanalyst Sigmund Freud (1856–1939) A theory about a sense of self. Personality and sexual development linked. The maturation process’ psychosexual stages: oral, anal, phallic, latency, and genital. Self-development closely linked to early stages of development (breastfeeding, toilet training, and sexual awareness) Failure -> emotional and psychological consequences throughout adulthood. Oral fixation: overeating or binge drinking; Anal fixation: neat freak (hence the term “anal retentive”); Stuck in the phallic stage: promiscuous or emotionally immature. No solid empirical evidence supporting Freud’s theory but enormous success. Psychologist Erik Erikson (1902–1994) created a theory of personality development based, in part, on the work of Freud. The personality continues to change over time / Eight stages of development (from birth to death). More social aspects, negotiation between our own base desires and what is socially accepted. Jean Piaget (1896–1980) Child development; the role of social interactions in their development. The development of self evolved through a negotiation between the world as it exists in one’s mind and the world that exists as it is experienced socially. Sociological Theories of Self-development Charles Cooley (1864–1929). Self understanding constructed, (in part) by their perception of how others view them—a process termed “the looking glass self”. George Herbert Mead (1863–1931) The self (distinct identity) developed through social interaction. The process of “self”: to be able to view him or herself through the eyes of others. Socialization: learning to put ourselves in someone else's shoes and look at the world through their perspective. Self-awareness, as we look at ourselves from the perspective of the "other." (Daneielle had no “self.”) The preparatory stage: children are only capable of imitation: regular interaction with their mothers and fathers. The play stage: taking the role that one other person might have; acting out “grownup” behavior, playing “dress up” and acting out the “mom” role, or talking on a toy telephone. Parents => significant others -> playing “mummy and daddy” -> imagining the world -> “one situation” The game stage: considering several roles at the same time and how those roles interact with each other -> Understanding interactions / different people / variety of purposes. To be aware of the different responsibilities. From simple to complex games (involving many others) -> many others in “many situations”. Society -> general patterns incorporated into the self. “Generalised other”… Lawrence Kohlberg’s Theory of Moral Development Learning what society considered to be “good” and “bad” / “right The theory of moral development. The preconventional stage: young children, lack a higher level of cognitive ability, experience the world around them only through their senses. The conventional: becoming increasingly aware of others’ feelings, consideration of what’s “good” and “bad.” The final stage, postconventional: thinking the morality in abstract terms; the right to life, liberty, happiness (legality and morality do not always match up evenly (Gezi, Tahrir, protest…). Carol Gilligan’s Theory of Moral Development and Gender Kohlberg’s theory’s gender bias (research only conducted on male subjects). Boys and girls have different understandings of morality. Boys: a justice perspective, emphasis on rules and laws. Girls: a care and responsibility perspective. Kohlberg’s theory: assumption that the justice perspective is the right, better, perspective. -> Neither perspective is “better”; the two norms of justice -> different purposes. Boys are socialized for a work environment Girls are socialized for a home environment (flexibility for harmony in caretaking and nurturing. Why Socialization Matters - Nature versus nurture Naturalistic explanations of human behaviour: Product of biological imperatives (instincts, evolution, genes) -> explaining familiar traits as human nature. - Economy: “instinctive human competitiveness”? - Some people “born criminals”? - Women: “naturally” emotional? - Men: “inherently” more rational? Western colonisation -> perception of differences as biological -> Terribly damaging step: technologically simple societies: biologically less evolved societies - > “less human”! Self-serving and ethnocentric view -> justification of colonial practices, land seizures, slavery, exploitation… Nature and nurture -> inseparable. Agents of Socialization Learning process through interaction with various agents of socialization. Social Group Agents The first experiences of socialization communicate expectations and reinforce norms. Learning to use the tangible objects of material culture; being introduced to the beliefs and values of society. Family The first agent of socialization. Teaching a child what he or she needs to know. Using objects (clothes, computers, eating utensils, books, bikes); relating to others (“family,” “friends,” “strangers”, “teachers” or “neighbors”); how the world works (what is “real” and what is “imagined”). -> teaching and learning about an unending array of objects and ideas. But not in a vacuum; historical period (Father hits his son with a belt; normal or child abuse?). Race, social class, religion, culture and other societal factors… Obedience, conformity or judgment and creativity. Reproducing the family, class system… Intersectionality. Sweden (“stay-at-home fathers”), Afghanistan (no women in labor market). Peer Groups People similar in age and social status and who share interests. Kids (teenagers, adolescents…) on a playground teaching younger children the norms about taking turns, the rules of a game, or how to shoot a basket. Developing an identity separate from their parents and exert independence. Temple, factory, school Institutional Agents Formal institutions teach people how to behave in and navigate these systems. School Time spent in school… The manifest function but also latent functions (socializing into behaviors, practicing teamwork, following a schedule, and using textbooks). School and classroom rituals, teachers serving as role models and leaders. Solidarity, cooperation or competition, winners and losers (in society too). -> reinforce what society expects from children (“hidden curriculum”). Dealing with bureaucracy, rules, expectations, waiting their turn, and sitting still for hours during the day. learning citizenship and national pride, other nations. The Workplace A significant amount of time at a place of employment; new socialization, material culture (how to operate the copy machine…) and nonmaterial culture (speaking or not directly to the boss…) Different jobs -> different types of socialization. Single job until retirement or switching jobs -> variety of work environments. Religion Some religions are informal institutions (no structured ritals). Synagogues, temples, churches, mosques, religious communities -> worship and learn. How to interact with the religion’s material culture (reading the holy books, prayer times…); marriage and birth with religious celebrations. Upholding gender norms; ceremonial rites of passage; reinforcing the family, state and power dynamics reinforcing in turn gender roles. Maddi ve maddi olmayan Interpretation of “religion” – Bodies in Karbala mourning Government Rites of passage, norms established by the government; “adult”, “old age”, voting, military service, right to retirement... New categories—senior, adult, taxpayer— socialization into our new role. Mass Media Distributing impersonal information to a wide audience, via television, newspapers, radio, and the Internet. Spending over four hours (average) a day in front of the television (and children even more screen time) -> great influence on social norms. Material culture, new technologies, transportation options; Nonmaterial culture, true (beliefs), important (values), and what is expected (norms). A new world Socialization Across the Life Course Socialization is a lifelong process. New roles, mandatory school age, child labor, workforce, retiring. Rural, urban socialization… Adulthood: pleasures of youth, wild nights out and serial dating, less acceptable in the eyes of society -> responsibility and commitment; men and women expected to “settle down.” Resocialization Moving to a senior care center, going to boarding school, or in jail, military (total institutions), ship at sea, religious convents, cult organizations -> the old rules no longer apply. -> typically more stressful; unlearning and learning. “Civilizing” machine