1. Process of Socialization

2. Goals to Be Met
Goal 5: The learner will analyze the process of socialization.
Objectives
5.01 Define socialization.
5.02 List the agents of socialization.
5.03 Describe how the process of socialization is culturally determined.
5.04 Explain the various theoretical perspectives on socialization.
5.05 Trace how socialization is a life-long process.
5.06 Evaluate the functions and roles of socializing agents.

3. Essential Questions What are the primary agents of socialization?
How does socialization occur?
Why is socialization important around the world?
What are the theoretical perspectives of socialization?

4. Socialization shapes the development of personality through the interaction of biology and environment, but the relative roles of each are not fully understood.

5. Piaget’s Stages of Cognitive Development
Focuses on the intellectual part of personality
Cognitive skills develop through a set of stages:
Sensorimotor (Birth – 2 years)
Children experience the world through movement and senses
Preoperational (2 – 7 years)
Thought processes are developing
Egocentric (only able to see their point of view)
Motor skills acquired
Concrete Operational (7 – 11 years)
Children begin to think logically, but are very concrete in their thinking
No longer egocentric
Formal Operational (11 – 16 years)
Development of abstract reasoning
Can easily conserve and think logically
Example

6. Emotional Socialization
Emotional Socialization: Learning how to identify feelings and how to manage them
Gender roles and social classes exert a strong influence on emotional socialization

7. Freud’s Psychoanalytical Theory of Personality
Argued that personality is made up of the: Id
Only component present from birth
Irrational pleasure seeking
Primary component of personality
Ego:
Conscious mind
Responsible for dealing with reality
Develops from the id and ensures that impulses of the id can be expressed in a manner acceptable in the real world
Superego:
Represents morality which sets limits for the id
Acts to perfect and civilize our behavior

8. Kohlberg’s Stages of Moral Development
Children go through 3 levels of moral development
Preconvential:
Obedience and Punishment: Children see rules as fixed and absolute; obedience is important
Individualism and Exchange: Children account for individual points of view and judge actions based on how they serve individual needs
Conventional:
Interpersonal Relationships: Focused on living up to social expectations and roles; emphasis on conformity
Maintaining Social Order: Begin to consider society as a whole when making judgments
Post Conventional:
Social Contract and Individual Rights: People begin to account for the differing values, opinions, and beliefs of other people
Universal Principles: Based upon universal ethical principles and abstract reasoning

9. Gender Identities
Feminist theory has studied how boys and girls learn to be “masculine” and “feminine”
Gender Identities: People’s images of what they are socially expected to do based on their sex

10. Sociological Perspectives on Socialization
Functional
Socialization serves a number of functions for society and provides children with love and emotional support
Conflict
Sees socialization as harmful to children because too much power is placed in the hands of parents, leading to child abuse, treating infants as property, the use of physical punishment, and other problems.
Symbolic Interaction
Relied on to understand how the self-concept develops

11. Cooley’s Looking-Glass Self
Looking-Glass Self: Interactive process by which we develop an image of ourselves based on how we imagine we appear to others
Others act as a mirror, reflecting back the image we project through their reactions to our behavior.
Development is a 3-step process
We imagine how we appear to others
Based on reacts, we attempt to determine whether others view us as we view ourselves
We use our perceptions of how others judge us to develop feelings about ourselves

12. Mead’s Role-Taking
Role-taking: Taking or pretending to take the role of others
Forms basis of socialization process by allowing us to anticipate what others expect of us
We first internalize expectations of significant others
Generalized Other: Internalized attitudes, expectations, and viewpoints of society
We internalize generalized others through process of role-taking
Role-taking is a 3-step process
Imitation: (Birth – 3 years) Imitate others
Play Stage: (3 years – school age) Play and act out roles of specific people
Game Stage: (school age – older) Organized games; take on roles of their own but have to anticipate the actions and expectations of others

13. Mead’s “I” and “Me” According to Mead the self has 2 sides
“Me”: Unsocialized, spontaneous, self-interested component of personality and self-identity
“I”: Part of our self that is aware of expectations and attitudes of society’s socialized self
In childhood, the “I” is more important than “me,” but through socialization it changes

14. Locke’s Tabula Rasa
Locke believed that each newly born human being is a tabula rasa (clean slate) on which just about anything can be written
We are born without a personality and we can be molded into any type of character

15. Social Diversity of Socialization
Different groups socialize their children in different ways
Native Americans
Socialized through an extensive network of relatives who teach tribal values, beliefs, traditions, and rituals
Little if any corporal punishment is used and praise is reserved for special occasions
African Americans
Grandparents or “informal adoptions” are often used to raise children
Caregivers use strict discipline to discourage inappropriate behavior and to teach children to be strong and independent at an earlier age than other groups
Hispanics
Children occupy a central position and learn a strong sense of femilisim (family loyalty) and identification
Male and female children are brought up differently
Motherly love is stronger than wifely love
Asian American
Parents indulge their very young children, but older children have set limits and discipline
Children are taught to identify with their family and to practice family duty
Group-oriented

16. Adult Socialization
Adult Socialization: Ongoing learning throughout one’s life
Adults continue to learn new roles through:
Anticipatory Socialization: Learning to assume roles in the future
Development Socialization: Process of learning to be more competent in playing currently assumed roles
Resocialization: Forceful abandonment of an old self and the development of a new identity and usually occurs in prisons and mental institutions
Institutionalization (deep sense of helplessness) that some inmates can experience

17. Erikson’s Life Cycle
Traces the emergence and resolution of several development crises during childhood and adulthood
2 Pre-Adult Stages:
Childhood establishment of independence
Adolescent determination of identity
3 Adult Stages:
Early Adulthood resolution of demands for love and work
Middle Adulthood where youthful dreams disappear and awareness of death appears
Late Adulthood where persons must deal with integrity and despair

18. Kübler-Ross Stages of Dying
Society does not fully prepare adults for aging and dying and it leads to the stages of dying:
Denial
Anger
Bargaining
Depression
Acceptance
Giraffe - Stages of Dying
Stages of Grief

19. Daycare and Socialization
This segment is about researchers’ findings regarding the relationship of early childhood development, individual attention or lack of it, and later criminal behavior.
While viewing this segment:
Identify the factors that are important to a child’s development
Explain why children who did not receive enough personal attention during the first 5 years of life are more likely to commit crimes for which they feel no remorse
Explain what can be done to help a child who did not receive the attention he or she needed in the critical earl years
Describe the social implications of an expanding group of young people who did not receive enough personal attention during the first 5 years of life.