Socialization Lecture PDF

SOCIALIZATION  Personality- unique pattern of thoughts, characteristics and behaviour How society effects human development, nature v. nurture, are we prisoners of socialization? Socialization is the process by which people learn the characteristics of their group- knowledge, skills,...

SOCIALIZATION  Personality- unique pattern of thoughts, characteristics and behaviour How society effects human development, nature v. nurture, are we prisoners of socialization? Socialization is the process by which people learn the characteristics of their group- knowledge, skills, attitudes, values and actions appropriate for them Also… Socialization may be broadly defined as the learning of skills and attitudes necessary for playing given social roles within a social group  The process through which the individual acquires culture, (knowledge, value, etc.). The socialization process is the way through which an individual learns as a result of interaction w/ the environment The given social roles as well as the attitudes and skills will vary from one social 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 other but is adapted to that particular social context  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 Different social groups will also have different theories of learning as well as different 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 of feral and isolated children Language, social contact and interaction allow humans develop in emotionally “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 Playing a social role in a social group is about assuming a particular identity within that particular social context A big sister A class clown A bully Although there may be general things all people in a social group should learn, people will learn different skills and attitudes as they participate in different social groups Learning different skills and attitudes is about access to participating in a particular social role in a particular social group Learning is therefore always fused to power relations Getting access, excluding access are often being negotiated and under conflict  One learns across the lifecourse, not just as a child When one enters a new job When one enters a new phase of life: toddlerhood vs. elderhood People participate in different social groups across their everyday lives and lifespans, and switch roles across those contexts. Socialization is linked to a social group’s social continuity and transformation reciprocally.  Types of Socialization Deliberate Socialization Unconscious Socialization  Deliberate Socialization Refers to the socialization process when there exists a deliberate and purposeful intent to convey values, attitudes, knowledge, skill, etc. (culture).  Examples of Deliberate Socialization a) School situation b) Parents telling a child to always say "please."  Unconscious Socialization Socialization which occurs as a result of spontaneous interaction w/no purposeful or deliberate attempt on the part of anyone involved to train, educate, etc.  Example of Unconscious Socialization: The child learning to use vulgarity in a frustrating traffic situation by observing parents. How do people learn? How did you learn to be a man/woman? How did you learn the skills and attitudes associated with being your gender? How do people learn? By participating in that social group! Observation Some direct instruction, but much less than one would get in a school  Learning as participation in a social group “Legitimate peripheral participation” One never fully masters the role one plays in that group; one is always learning: being a good mother, for instance. Over time, one’s participation increases gradually in engagement and complexity  Why do people want to learn the attitudes and skills of the roles appropriate to a given social group?  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. To develop skills – Ex. Reading, drving, etc. 4. To enable the acquisition of social roles – Ex. Male, student, etc.  THEORIES of SOCIALIZATION  Functionalism Consensus Theory Derived from Durkheim, Parsons & Merton Stresses how socialization contributes to a stable society. Based on premise that all aspects of society– institutions, roles, norms– all serve a purpose and that all are indispensible for the long term survival Source: http://www.elcivics.com/esl/bicycles/lesson-2.html  Conflict Theory Power & Conflict Theory Derived from Karl Marx & Max Webber Views Socialization as a way for the powerful to preserve the status quo. Conflict is ongoing, persistent and a fundamental part of our society.  Symbolic Interactionism Interaction & Interpretation Theory Derived from Blumer, Mead, Goffman Holds that socialization is a major determinant of human nature. Human behavior is determined not only by the objective facts of a situation but also by how people define that situation– that is, by the meaning they attribute to it.  Mujahideen A mujahid is one who strives or struggles on behalf of Islam; mujahideen is the plural of the same word. The word mujahid is an Arabic participle drawn from the same root as the Arabic word jihad, to strive or struggle. Source: http://terrorism.about.com/od/m/g/Mujahideen.htm#&newsissues accessed: Sept. 5, 2014  WHAT JIHAD IS The Arabic word "jihad" is often translated as "holy war," but in a purely linguistic sense, the word " jihad" means struggling or striving. In a religious sense, as described by the Quran and teachings of the Prophet Muhammad (s), "jihad" has many meanings. It can refer to internal as well as external efforts to be a good Muslims or believer, as well as working to inform people about the faith of Islam.  Continuation… If military jihad is required to protect the faith against others, it can be performed using anything from legal, diplomatic and economic to political means. If there is no peaceful alternative, Islam also allows the use of force, but there are strict rules of engagement. Innocents - such as women, children, or invalids - must never be harmed, and any peaceful overtures from the enemy must be accepted. Source: http://islamicsupremecouncil.org/understanding-islam/legal-rulings/5-jihad-a-misunderstood-co ncept-from-islam.html?start=9 Accessed: Sept. 5, 2014 http://www.chronicle.co.zw/suicide-bomber-kills-30-at-funeral/ http://lolsnaps.com/news/26294/0/ http://theuglytruth.wordpress.com/2007/03/04/debunking- the-suicide-for-72-virgins-myth/ Theories of Human Development Humans develop reasoning skills, personality, emotions, morals and a sense of self through social observation, contact and interaction. Major theories- Cooley’s “looking glass self”, Mead and role taking, Piaget and stages of development, Kohlberg’s stages of development, and Carol Gilligan’ stages of development. Looking Glass Self and Role Taking Looking 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 develops from 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  Generalized others theory 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”  Three Stages of Role Taking Three and Under- mimic gestures and words of others Three to Six- Take role of others, firefighter, superhero Games- play organized games that require them to take multiple roles  “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 of self 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 not provide symbols we could not think  The mind is a product of society  “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 of self 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 not provide symbols we could not think  The mind is a product of society Piaget and the Development of Reason Sensorimotor Stage understanding limited to direct contact. Can’t recognize cause and effect- birth to age two  Sensorimotor Stage https://blogs.ubc.ca/etec512piagetgroup/what-are-you-thinking/sensorimotor-stage/  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 http://slideplayer.com/6938240/24/images/11/Preoperational+Stage+Time+Period %3A+Toddlerhood+%2818-24+months%29+through+early+childhood+%28age+7%29.jpg Piaget and the Development of Reason 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 about concepts Ages seven to twelve https://img.aws.livestrongcdn.com/ls-article-image-673/ds-photo/ getty/article/3/119/166623172.jpg Piaget and the Development of Reason Formal Operational Stage Children capable of abstract thinking Can talk about concepts based on general principles Children know right from wrong without needing https://pbs.twimg.com/media/C3GVbl4UcAACWWs.jpg concrete examples After age twelve  Freud and the Development of Personality Along with development of the mind is the development of the personality Sigmund Freud, Austrian psychologist theory of the three elements of personality o The id o The ego o The superego  Freud and the Development of Personality Id- all people are born with it. The inborn drive that leads us to seek self gratification. Ego- the id is blocked by the needs of others. To adapt to these needs the ego develops. It is the balancing force between the id and societies needs to suppress it. Superego- the culture within us. The norms and values we have internalized from our social groups. The moral component of our personality. Freud does not take into account the fact that social class and roles in groups underlie our behavior  Eric Erikson..\erikson eight life stage presentation.ppt  Agents of Socialization pp.78-85 Groups that influence our orientation toward life- our self concept, emotions, attitudes and behavior- 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  The Family Study of how working class families and middle class families raise their children. Job type is a defining characteristic of child rearing style.  The Neighborhood Parents try to move to better neighborhoods Children from low income neighborhoods are more likely to get into trouble, get pregnant, drop out of school and have a disadvantaged life. More affluent neighborhoods people watch out for each other more because the population is more stable. This keeps children out of trouble and safe Religion Religion influences values 40% of Americans attend church regularly Even people who do not go to church regularly religion provides a framework for morality Teaches ideas about dress, speech, manners that are appropriate for formal occasions  Latent and Manifest Functions Latent functions- unintended consequences of people’s actions Manifest functions- intended beneficial consequences of people’s actions  Day Care A study that followed children from age infancy to kindergarten reported that children that spent more time in day care than with their mothers were more uncooperative and unaffectionate toward their mothers. This was regardless of social class or the families social status A positive finding was the children scored higher on language tests regardless of income or social status. This is probably due to the social interaction with other children at day care.  School and Peer Groups As children enter school the influence of the parents and family lessens When this occurs there is a transfer of values too those of the peer group Children separate themselves by sex group  School and Peer Groups School gives children a broader perspective that helps them prepare for the world beyond the family Children learn universality- the same rules apply to everyone regardless of how special they may be at home Corridor Curriculum-What students teach each other outside of classroom Schools around the world reflect and reinforce their nation’s social, economic and political systems  School and Peer Groups Boys Norms Girls Norms Athletic Ability Popularity based on Coolness family background Physical appearance Toughness The ability to attract Academic popular boys Achievement for Academic boys lowered their popularity achievement increased standing among peers  School and Peer Groups It is almost impossible to go against your peer group 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 Success Sports teach values- “how to be a team player” Boys learn to achieve in sports to gain prestige Encourages boys to develop instrumental relationships- those based on what you can get out of people Girls construct their identities on meaningful relationships, not competitive success  The Workplace We learn different perspectives about the world from our co-workers and workplace Before we become engaged in a career we become involved in anticipatory socialization- learning to play a role before entering it. This allows us to become familiar with a role and become aware what is expected of us The more we participate in a line of work the more it becomes part of your self concept, people describe themselves by their line of work  Resocialization Occurs when people learn new norms, values and attitudes to match their new situation. When new ideas become incorporated into the person, they view life as fundamentally different. Examples of Resocialization Divorce Going to college Joining fraternities/sorrorities  Total Institutions A place where people are cut off from the rest of society and are totally controlled by the officials that run the place. Examples Boot Camp Prison Concentration Camps Total Institutions When a person enters a total institution they go through a degradation ceremony This is an attempt to strip away the persons identity- shaved head, take away personal items, undergo examination in public, given a uniform All routine is standardized, takes away individuality This experience brands a person for life Sociological Significance of the Life Course When you live and your social location determine 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 will have 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 Socialization? We are not completely products of socialization- socialization does not 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 actively involved in the construction of the self. Some social institutions, like the family, provide us with the basic elements of our personality. We voluntarily join other social groups that have an effect on our self. People can change the self and social location along with the options available within society.