Unit 7 Summary.docx

Unit 7 Summary The text discusses the concept of socialization and its impact on individual uniqueness. It poses a thought experiment, asking what aspects of a person are truly unique and not influenced by others or societal groups. It suggests that while genetic makeup and life experiences are uniq...

Unit 7 Summary The text discusses the concept of socialization and its impact on individual uniqueness. It poses a thought experiment, asking what aspects of a person are truly unique and not influenced by others or societal groups. It suggests that while genetic makeup and life experiences are unique, much of our personality is shaped by the groups we belong to and the cultures we grow up in. The text then explores the effects of social deprivation, focusing on feral or isolated children who lack human interaction. Here are the three cases of extreme social deprivation: Wild Boy of Aveyron: Found in the French wilderness in the 1800s, he lacked social norms and refused to wear clothes. Despite his lack of social skills, tests revealed his intelligence and reasoning abilities. Roxanna Malaya: Found in 1992, she lived with dogs from the age of three to eight. She adopted canine behaviors, such as walking on all fours and barking. Despite specialists’ efforts, she only partially recovered her human language skills. Genie: Discovered in 1970, she was locked in a room from 20 months to 13 years old, deprived of all sensory input. She never learned grammar and couldn’t function normally in society despite care from specialists. These cases highlight the profound impact of socialization on behavior and the potential consequences of its absence. The text discusses three studies that highlight the importance of social interaction and psychological comfort in development: Harry Harlow’s Monkey Experiments: In the 1960s, Harlow isolated rhesus monkeys for varying periods. Monkeys isolated for three months could relearn social behaviors when reintroduced to their group, but those isolated for six months could not. Artificial Mother Dolls Experiment: Harlow did another experiment with baby monkeys, who were given two artificial mother dolls, one with terrycloth but no milk, and the other with milk but no terrycloth. When frightened, the monkeys sought comfort from the terrycloth doll, indicating a need for psychological comfort. Monkeys isolated for too long struggled to integrate with others and engage in instinctual behaviors, suggesting that socialization is crucial for development. R.A. Spitz’s Observational Study (1945): Spitz observed a prison nursery where mothers interacted with their babies, and an orphanage where babies were cared for by minimal staff with little interaction. Two years later, he found that the orphanage children were socially and psychologically underdeveloped, despite their physical needs being met. This highlights the importance of socialization for psychological development. At the four-year mark, some babies in the prison nursery had died, a phenomenon now known as ‘failure to thrive’, further emphasizing the importance of human interaction. These studies underscore the significance of social interaction and psychological comfort in the development of both humans and animals. The text emphasizes the African proverb “a person is only a person with other people”, highlighting the importance of social interaction in human development. It suggests that one’s personhood or humanity cannot fully develop without the presence of other humans. This is illustrated by the cases of feral children who, despite being human, could not fully access the human experience due to insufficient human contact. The text also notes that while sociology now studies these concepts, the ideas are not new, as evidenced by the age-old proverb. Features of Socialization Socialization is defined as the learning process through which individuals develop their selfhood and acquire the knowledge, skills, and motivations needed to participate in social life. It’s a powerful force that invites us into the human world and is crucial for both the individual and society. For the individual, it’s how they learn to function in their culture and become a member of their community. For society, it’s how cultures perpetuate themselves, linking one generation to the next. Socialization is a lifelong process that begins in early childhood and continues as we enter different stages and environments in life, such as school, work, and retirement. It’s an ongoing process of adjustment and modification, and it’s never total - no one is fully socialized or conforms completely. Everyone has unique aspects where they might not conform internally, maintaining their own way of thinking about something that’s different. The text discusses the ongoing debate between social determinism (nurture) and biological determinism (nature) in shaping human behavior. Social determinism suggests that our behaviors are entirely shaped by our social context, while biological determinism posits that our biology solely determines our behaviors. The text argues that it’s not an either-or situation, but rather a complex interplay between both factors. While many people assume that we are mostly a product of our biology, the text suggests that a significant part of who we are comes from our environment or nurture. In addition, arguably sociology goes more into the nurture than nature side. Interestingly, the text also highlights how nurture can shape nature. For instance, a sight-impaired person who reads Braille can experience an increase in the size of the brain area controlling their reading finger due to their social environment. Similarly, aggressive behavior can increase testosterone levels, indicating that our environment can affect our biological chemistry. In conclusion, the nature versus nurture debate is complex and multifaceted, with both factors playing significant roles in shaping who we are. Types of Socialization The text discusses two types of socialization: Primary Socialization: This is the basic socialization that occurs in childhood, where individuals learn language, identity, cognitive skills, self-control, and values. This type of socialization is the most impactful and shapes a person’s fundamental understanding of the world. Secondary Socialization: This occurs in adulthood when individuals learn new rules and behaviors associated with new roles and environments. Examples include cohabitating with a life partner, becoming a parent, adapting to new technologies, or entering a new occupation. This type of socialization requires learning new skills and ways of living to adapt to these changes. These two types of socialization highlight the ongoing nature of social learning, from the foundational skills learned in childhood to the continual adaptation required in adulthood. The text compares primary and secondary socialization: Primary Socialization: This occurs in childhood and focuses on teaching values and motives. It’s idealistic, with parents teaching children to be honest and fair. The scope is general, covering all aspects of a child’s engagement with the world. The context is informal, with children absorbing norms and behaviors from their surroundings. Relationships during this stage are intense, forming powerful human bonds. Secondary Socialization: This occurs in adulthood and focuses on specific behaviors required in different settings, such as a classroom or workplace. Values are not explicitly conveyed; rather expected behaviors are indicated. It’s more realistic, acknowledging that not all behaviors will be ideal. The scope is specific, focusing on the skills and behaviors needed for specific roles, such as an engineer or nurse. The context is formal, with structured learning and expectations. Relationships during this stage often involve detachment, as people come and go in various settings. These differences highlight the distinct roles that primary and secondary socialization play in shaping an individual’s development and social behavior. Anticipatory Socialization is a type of socialization where individuals adapt to the norms of a group they aspire to join, even before they become part of it. This often happens in advance of assuming a new role. A common example is children playing different occupations, anticipating their future professions. The text emphasizes the importance of children’s play in this process, as the toys they play with can suggest potential future roles. It also discusses how this process can reinforce or challenge historical gender stereotypes, depending on the roles children are encouraged to play. The text notes that these stereotypes are shifting, allowing both males and females to pursue their interests beyond traditional gender roles. Thus, anticipatory socialization plays a crucial role in shaping future aspirations and is a significant part of overall socialization. Re-socialization is a process where established patterns of behavior are replaced due to a new role or situation. This can be a challenging, confusing, and sometimes painful process. It can occur voluntarily, such as with religious conversion, gender transition, therapy, or completing a PhD program. Involuntary re-socialization occurs in situations like imprisonment, military recruitment, or child soldiering. These situations profoundly change a person’s self-perception and world view. The text also discusses total institutions, which are set up to socialize individuals under a single authority system that controls all aspects of their life. Examples include concentration camps, religious cults, mental hospitals, boarding schools, convents, and military boot camps. Micro examples of involuntary re-socialization can occur in less extreme settings, such as a child attending a religious camp. These experiences can also have long-lasting impacts, leading to trauma that needs to be addressed later in life. In all these cases, re-socialization significantly shapes and forms individuals based on their environments, experiences, and the people around them. Theories of Socialization The text discusses Charles Horton Cooley’s theory of the “Looking Glass Self” from the perspective of symbolic interactionism. This theory suggests that individuals form their self-identity based on how they believe others perceive them. The process involves three steps: Imagining how we appear to others: We envision ourselves from the perspective of someone significant in our lives, such as a parent or friend. Imagining others’ judgment of us: We consider what these individuals think about us based on our perceived appearance to them. Conceiving of ourselves based on these judgments: We form our self-identity based on these imagined judgments. This process is a key part of socialization. It shapes how children internalize their self-concept, whether they see themselves as clever, annoying, or otherwise. However, it’s important to note that this process is based on our interpretation of others’ attitudes, which may not always be accurate. The text provides an example of the “Looking Glass Self” theory in action. It suggests that individuals may perceive themselves differently based on how they believe different people in their lives view them. For instance, a person might see themselves as angelic through their parents’ eyes, strong through their girlfriend’s eyes, lame through their older brother’s eyes, and devilish through their ex-girlfriend’s eyes. These varying perceptions, or “mirrors”, can influence a person’s self-identity. The text also raises the question of which “mirror” has the most influence on a person’s life, suggesting that individuals might need to reassess these influences, especially if some are causing distress or are unfair. The second theory discussed is George Herbert Mead’s concept of ‘I’ and ‘Me’. According to Mead, individuals have an ongoing internal conversation between the ‘I’ (the subject, representing one’s desires and volition) and the ‘Me’ (the object, representing how one believes others perceive them). This internal dialogue shapes behavior as individuals constantly considers how their actions will be perceived by others. Both these theories highlight the significant role of others’ perceptions in shaping our self-identity and behavior. The text discusses the concept of self-development as an ongoing internal conversation involving significant and generalized others. It suggests that our self-identity is a composite of many “faces”, reflecting how we believe others perceive us. This is related to the theories of the “I” and “me” and the “Looking Glass Self”, where the ‘me’ is shaped by our interpretation of how others view us. The text discusses “mirrors”, representing different people or groups in our lives that influence our self-identity. These mirrors can include family, colleagues, friends, and interest groups. Each mirror reflects a different perception of us, influencing our self-identity and the rules we follow. In essence, our self-identity is shaped by a multitude of influences, reflecting the diverse roles and relationships we have in our lives. Interest groups are groups of individuals who share a common interest or passion and come together to pursue that interest. These can range from hobby clubs, professional organizations, advocacy groups, to online communities, among others. The key difference between interest groups and other groups like family, colleagues, or friends lies in the basis of their formation: Interest Groups: These are formed primarily around a shared interest or goal. The members might not have any other connections apart from this shared interest. For example, a book club is an interest group where members come together because they all enjoy reading. Family: This is a group of individuals related by blood, marriage, or adoption. The connection is based on familial ties, and the interests of the members can be vastly different. Colleagues: This group consists of individuals who work together. They are connected through their shared workplace or professional activities, not necessarily by shared personal interests. Friends: Friends usually form groups based on mutual affection and shared experiences. While friends often have shared interests, the basis of their relationship extends beyond a single interest or goal. In the context of socialization, each of these groups can serve as a “mirror”, reflecting back perceptions that can influence an individual’s self-identity. However, the influence of an interest group is typically centered around the specific shared interest or activity. The text discusses the stages of self-development in children, as proposed by George Herbert Mead: Pre-play Stage: This is the earliest stage where children engage in imitation, but without understanding the symbolic meaning behind their actions. For example, a baby might imitate an adult’s facial expressions without understanding what they signify. Play Stage: As children grow, they start to take on the role of a single known other in their play. For instance, a child might pretend to be a firefighter or a parent. This stage involves imagining themselves in the role of someone else, but it’s limited to one role at a time and is not interactive. Game Stage: In this stage, children start to understand a set of rules in a complex system and take multiple others into account as they play. A classic example is the game of hide and seek. A young child might think they’re hidden just by covering their eyes, not yet able to see themselves from the perspective of others. This stage represents a significant development in a child’s ability to understand their role in relation to others. These stages highlight the gradual development of self-awareness and the ability to take on the perspective of others in children. Eriksons’ Psycho-Social Stages of Development This section discusses Erickson’s psychosocial stages of development, a theory developed by a husband-and-wife team. The theory is developmental, with each stage following the next. If a challenge at one stage is not met, it negatively affects the subsequent stage. The theory begins with the stage from 0 to 1.5 years. During this time, as babies interact with their caregivers, they start to trust their caregivers and their world. They learn that their needs will be met, and they won’t be left alone when they’re scared. This trust leads to the development of hope. However, if a child’s needs are not met or if they are physically harmed, they develop mistrust instead of trust. The learn at an early stage that the world is not safe and bad things happen, which is not conducive to developing trust. This mistrust can lead to psychological damage, anxiety disorders, and physical health challenges because it interferes with the ability to form healthy long-term relationships and self-esteem. This damage is particularly profound if the neglect or abuse occurs in the pre-memory stage, as it can shape who the person becomes without them having a clear memory of the events. The next stage is from 1.5 to 3 years. During this stage, children learn to stand, talk, walk, dress themselves, control their bowels, and start to enter the social world. They begin to develop a sense of autonomy and self-restraint and start to experiment with exercising their free choice. If a child is successful at these tasks and continues to be well cared for, they develop a will, a sign of healthy development. However, if a child struggles with these tasks and is made to feel ashamed or inadequate, they may not develop an adequate sense of self. Instead, they may begin to feel shame and doubt, internalizing messages that they are different or not as successful as other children. This can occur even if the child’s behavior is due to neurodiversity. This emphasizes the importance of positive reinforcement and understanding during this critical stage of development. The third stage (from 3 to 6 years) is about developing initiative. Children start to make plans, set goals, and engage in imaginative play. They begin to take charge of their own activities and start to entertain themselves. If their ideas and goals are encouraged and guided, they develop a strong sense of purpose. However, if they are controlled, not allowed to explore their ideas, or made to feel that their ideas are silly, they may start to internalize a sense of guilt; that they do not do anything right. The fourth stage (from 6 to 12 years) is about mastering important cognitive and social skills. Children start to understand that they won’t live at home their whole life and begin to help with household chores, plan and host their own birthday parties, and prepare games to play with friends. The goal is to develop a sense of industriousness. If a child’s industriousness is rewarded, valued, and nurtured, they develop a genuine sense of competence. However, if a child does not experience some degree of success, they may develop a sense of inferiority. If a child has struggled with the hope stage, has not developed a healthy will, and not developed a strong sense of purpose, later stages get more and more difficult because things have misfired in some of the earlier stages. It is like continuing to add blocks to an already rocky foundation. The next stage is from 12 to 20 years. This stage is a crossroad between childhood and maturity, where adolescents grapple with their identity. They start to figure out who they are amidst conflicting views from parents, friends, teachers, and others. They integrate their past experiences with their future aspirations. If adolescents grow towards a unique, separate, and somewhat continuous sense of self, they develop self-centeredness and identity. They also develop fidelity, the ability to freely choose loyalties and commitments based on their own values and ideas. However, if social conditions and personal relationships hinder this process, they may face role confusion and feel left out. This can be particularly challenging for those who struggle to fit into their peer group or are pressured to conform to their parents’ beliefs. This stage can be difficult for parents as well, as they must allow their children to differentiate from them and make their own choices. If there’s confusion, adolescents may struggle with anxiety, confusion, and rebellion, which can lead to less-than-ideal outcomes. The passage discusses the next stage from 20 to 40 years. This stage is when individuals are entering adulthood and are primarily focused on developing their identity. This self-focus is necessary for their developmental work. During this stage, individuals start to consider long-term commitments such as deep friendships, life partnerships, and marriage. However, these commitments require an established identity. If individuals have developed a deep sense of self and the capacity to commit and share deeply without losing their identity, they can develop the skill of intimacy. This intimacy, which is about knowing and being known by someone else and not exclusive to romantic relationships, can lead to a deep, rich form of love. However, if there is no secure sense of self, individuals risk feeling isolated. They may avoid intimacy or engage in promiscuity, which could be sexual or involve sharing too much information. In such cases, oversharing could be a way to seek validation, attention, or connection, but it might not lead to the kind of mutual understanding and shared experiences that characterize true intimacy. The passage emphasizes the importance of knowing oneself before exploring deeper friendships or romantic relationships in a healthy way. The fifth stage (from 40 to 65 years) is about moving beyond one’s own ego and promoting the development of younger generations. Individuals share their wisdom and life experiences through various means like parenting, community involvement, and mentoring. If they’ve successfully navigated the previous stages, they can be highly generative, offering valuable contributions to their families, communities, and society. However, if they’ve been compromised in previous stages, they risk stagnation, unable to offer generative productivity. The final stage (65+ years) is about developing integrity. Individuals transition into a slower-paced life, reflecting more on the life they’ve lived. If they can appreciate their past, inhabit their present without fearing the future, and accept the life cycle, they can develop real wisdom. They can express concern for life itself beyond themselves and inspire others to live well. However, if previous stages haven’t gone well, they risk feeling despair and fear of their own death. The passage encourages us to apply Erickson’s psychosocial stages of development theory to understand others and ourselves better. It highlights that we often don’t know the struggles and experiences that have shaped people’s lives, especially those that occurred in their early years. By understanding these stages, we can show more grace and empathy towards others, acknowledging their unique journeys and experiences. The theory also helps us understand our own life and the stages that were particularly challenging for us. It’s noted that the theory applies cross-culturally, as what might be a successful challenge in one culture could look very different in another. Therefore, understanding cultural values is also important. The passage invites us to view our own lives and the lives of those we care about through this lens, with the hope that some wisdom might emerge. It emphasizes the importance of understanding one’s history to truly know oneself and others. Agents of Socialization The passage discusses the agents of socialization in our lives. Family is the most powerful agent of socialization, providing us with our basic sense of self and shaping our understanding of roles and expectations. It’s where we internalize many things unconsciously, such as gender roles and values. In addition, this means consciously teaching about kindness is not effective if a lack of kindness is shown. The family’s influence is particularly strong due to the child’s total exposure to the family environment at an impressionable age. Siblings also play a role in socialization. School is another significant agent, given the amount of time spent there during formative years. Its explicit goal is to socialize students. Peers and media, while not intentionally setting out to socialize individuals, end up doing so unintentionally. Other agents like religion, sports, and the workplace also contribute to socialization. Social Class, indicated by parents’ occupation, affects socialization. Economically marginalized families face limitations such as less access to fresh food, lower-quality healthcare, and crowded living conditions, which can influence the socialization process. The passage emphasizes the importance of understanding these agents of socialization to better understand ourselves and others. The passage discusses the role of ethnicity in socialization, particularly in a multicultural country like Canada. Ethnicity can connect individuals to specific cultures, each with its own socialization practices. For instance, in collectivist cultures, individuals are socialized to care for their elderly and live close to their parents. The passage also points out how family structures and dynamics can reflect cultural norms and socialization practices. It uses the example of two families, one that appears to be on a holiday and another that seems to be outside their living space. The positioning of family members in the photos can reveal cultural norms and socialization patterns. In essence, ethnicity and family peers are significant agents of socialization, shaping individuals’ behaviors, values, and expectations based on cultural norms and practices. Peers are a potent socializing agent, second only to family. They represent our first experience with equality. Unlike the parent-child relationship, which is inherently unequal, peer relationships are based on equality. Peer influence is lifelong, but it peaks during adolescence. This is a challenging time for parents as their children start to be as influenced by their friends as they are by their family. Peers shape many aspects of our lives, including our speech, attitudes, friendships, fashion choices, music preferences, and activities. While adults are also influenced by their peers, the impact is more profound during the vulnerable developmental stages of middle school, junior high, and high school. In early years, peer socialization is largely about appearance and ability. Peers become sources of information, often more so than parents. For example, many young people learn more about sex from their friends than their parents. Peers also shape our values and attitudes towards authority, fairness, importance, and what’s considered cool. The peer group you choose can have a positive, negative, or even harmful influence on your life, depending on how you allow them to influence you and how much influence you exert on them. Therefore, it’s important to be conscious of these factors. Schools play a major role in preparing children for adulthood, serving as their first formal encounter with a social institution. In school, children are treated as a cohort rather than as unique individuals. Schools teach cultural literacy, including classroom behavior and Canadian history, along with formal knowledge, values, and interpersonal skills. Schools also have a hidden curriculum, teaching discipline, conformity, achievement, and the importance of individualism. This is inferred from the competitive nature of the education system, where students are pitted against each other for grades and scholarships. Teachers, as the first contact with adult authority outside of home, evaluate students based on performance rather than personal value. This represents a significant shift for children entering kindergarten. Classmates also play a role in socialization, as children constantly compare themselves to and are evaluated by their peers. This is particularly impactful in a culture steeped in individualism and competition. Different school environments can also influence this process. Media, particularly social media, has become a dominant socializing agent for the current generations. Even young children are familiar with digital devices and online behaviors. The influence of media is so profound that it competes with family socialization, especially after children pass the age of three or four. However, research shows that social media can be deeply addictive and harmful. It leads to a ‘partial attention syndrome’ where individuals are constantly checking their media, seeking approval through likes or hearts. This constant engagement with social media often results in the creation of online identities that may not reflect who individuals are in real life. This phenomenon represents a new form of addiction. The impact of media on socialization is a complex issue with many facets.

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