Socialization Chapter Four

Copyright © 2004 by Nelson, a division of Thomson Canada Outline  Why is Socialization Important?  Agents of Socialization  Sociological Theories of Human Development  Social Psychological Theories of Human Development  Gender and Racial-Ethnic Socialization  Socialization through the Life Course  Resocialization  Socialization in the Future

Copyright © 2004 by Nelson, a division of Thomson Canada Why is Socialization Important?  Defined: The lifelong process of social interaction through which individuals acquire a self-identity and the physical, mental, and social skills needed for survival in society. (p. 104) –Elements:  Essential for the individual’s survival and growth  Essential for the survival and stability of society

Copyright © 2004 by Nelson, a division of Thomson Canada Why is Socialization Important?  Human Development: Biology and Society –Key insight: we are products of biology, society, and personal experiences –Two contrasts:  Sociologists focus on nurture, culture, and society  Socio-biologists focus on biology and how it affects social behaviour  Combined view: both nature and nurture shape us

Copyright © 2004 by Nelson, a division of Thomson Canada Why is Socialization Important?  Problems with Isolation and Maltreatment: –Nonhuman primates and isolation: the Harlow studies –Isolated Children (or feral children). Real examples:  Anna  Genie –Child Maltreatment  Most common is neglect  Very negative outcomes  Issue of spanking: Is this abuse?

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Agents of Socialization  The Family  The School  Peer Groups  Mass Media

Copyright © 2004 by Nelson, a division of Thomson Canada The Family  The most basic and foundational agent  Functionalist interpretation: –Families are the source of procreation and socialization of children –Source of emotional support  Variations of socialization: –Class –Race and Ethnicity

Copyright © 2004 by Nelson, a division of Thomson Canada The Family  Conflict Theorists: –Socialization reproduces class in children from the class of the parents  Symbolic Interactionists –Through interactions with our parents, kin, and siblings we are socialized

Copyright © 2004 by Nelson, a division of Thomson Canada The School  A significant agent—most Canadians spend about 20 years in education  Issues: –Single parent children –Daycare for working parents  Schools are miniature societies: we learn skills, punctuality, obedience to authority figures

Copyright © 2004 by Nelson, a division of Thomson Canada The School A Functionalist Perspective  Their functions: 1. teaching students to be productive members of a society 2. transmission of culture 3. social control and personal development 4. selection, training, and placement of individuals in social ranks

Copyright © 2004 by Nelson, a division of Thomson Canada The School A Conflict Perspective  Children have varied experiences dependent upon class, race, gender, and ethnicity  Hidden curriculum concept: children learn the capitalistic system in school

Copyright © 2004 by Nelson, a division of Thomson Canada The School A Symbolic Interactionist Perspective  Socialization is a result of daily interactions in the school setting  Here, students learn about their culture, the nation, aggression and compliance, and gender

Copyright © 2004 by Nelson, a division of Thomson Canada Peer Groups  Defined: a group of people who are linked by common interests, equal social position, and similar age (p. 111)  Their functions: –Contribute to our sense of “belonging” –Give some sense of freedom from family –Teach social norms –They reflect the larger culture in many ways

Copyright © 2004 by Nelson, a division of Thomson Canada Peer Groups  Question of Peer Pressure:  When we conform we are rewarded but when we rebel we are punished  Issue: conflict between conformity to peers or conformity to parents  Strong pressure to have things that other children have is passed on to parents

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Mass Media  Media functions: 1. they inform us about events 2. they introduce us to a wide variety of people 3. they provide a variety of viewpoints of the world around us 4. they make us aware of products and services 5. they entertain us by providing the opportunity to live vicariously

Copyright © 2004 by Nelson, a division of Thomson Canada Mass Media  Estimates of exposure of Canadian children: –2 ½ hours a day watching TV –2 hours a day on computers, video games, or a VCR –Total: over 1600 hours a year – In contrast, they spend 1200 hours a year in school

Copyright © 2004 by Nelson, a division of Thomson Canada Mass Media  Issues: –Children know more about media figures than current events –Reading skill decrease in U.S. children –Effects: lower grades, read fewer books, exercise less, and are overweight –“Digital divide”: knowledge divide for those with computers with those without

Copyright © 2004 by Nelson, a division of Thomson Canada Sociological Theories of Human Development  Classical Symbolic Interactionism  Recent Symbolic Interactionism  Ecological Perspectives

Copyright © 2004 by Nelson, a division of Thomson Canada Sociological Theories of Human Development  Overview: –Meaning of self  Has such terms as I, me, my, mine, and myself  Self concept: the totality of our beliefs and feelings about ourselves (p. 115)  Four Components of Self 1. the physical self ( I am tall or short) 2. active self (I am good at soccer) 3. social self (I am nice to others) 4. the psychological self (I believe in world peace)

Copyright © 2004 by Nelson, a division of Thomson Canada Classical Symbolic Interactionism  Origins in Cooley and Mead of the Chicago School of Sociology  Charles Horton Cooley ( )  Looking-Glass Self: 1. We imagine how we look to others 2. We imagine how others judge our appearance 3. We develop a self-concept by evaluating if others are positive we feel good but if we think they are negative in their judgments, we feel bad

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Classical Symbolic Interactionism  George Herbert Mead ( )  Central concepts: –Role-taking: the process by which a person mentally assumes the role of another person in order to understand the world from that person’s point of view (p. 116) –Significant others: those persons whose care, affection, and approval are especially desired and who are most important in the development of the self (p. 117)

Copyright © 2004 by Nelson, a division of Thomson Canada Classical Symbolic Interactionism  Mead and Central concepts: –Self: A unity of I (my active part) and Me (my passive part) –Stages of Development 1. Preparatory stage (no role) 2. Play (taking the role of another person) 3. Game (taking the role of others in many situations) –Generalized other: the child’s awareness of the demands and expectations of the society as a whole or the child’s subculture (p. 118)

Copyright © 2004 by Nelson, a division of Thomson Canada Recent Symbolic Interactionist Perspectives  Key Theory: Children create and recreate constructs in their daily lives through the organization and meanings of social situations and collective practices  Key Concept: –Orb Web Model: children’s cultural knowledge reflects not only beliefs of the adult world but also the unique interpretations and aspects of their own peer culture

Copyright © 2004 by Nelson, a division of Thomson Canada Ecological Perspectives  Key theory: a child’s development is an effect of a variety of social and cultural contexts that a child is embedded within  Key Concepts: –Microsystem: face-to-face contact (family) –Mesosystem: indirect contact of another person through the direct contact with a third (fathers influence mothers who in turn influence the child)

Copyright © 2004 by Nelson, a division of Thomson Canada Ecological Perspectives  Key Concepts: –Exosystem: Indirect influence on a child from, for example, a parent who, in turn, is influenced by where she or he works –Macrosystem: The child’s development is an effect of the larger social system especially in regard to public policy and child care legislation

Copyright © 2004 by Nelson, a division of Thomson Canada Social Psychological Theories of Human Development  Freud and Psychoanalysis  Erickson and Psychosocial Development  Piaget and Cognitive Development  Kohlberg and the Stages of Moral Development  Gilligan’s View on Gender and Moral Development

Copyright © 2004 by Nelson, a division of Thomson Canada Freud and Psychoanalysis Key Theory: 1. People have two basic tendencies (instincts): –To survive –To procreate 2. That a child’s development is an effect of factors from the id, the ego, and the superego

Copyright © 2004 by Nelson, a division of Thomson Canada Freud and Psychoanalysis  Key Concepts: –Id: the component of the personality that includes all of the individual’s basic biological drives and needs that demand immediate gratification –Ego: the rational, reality-orientated component of personality that imposes restrictions on the innate pleasure seeking drives of the id –Superego: The conscience that consists of the moral and ethical aspects of one’s personality that comes from parents, others, the whole society

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Erickson and Psychosocial Development  Erik H. Erickson ( )  Key Theory: His was a developmental theory of movement through 8 stages. Each subsequent stage depended on the success of transition from the previous one.

Copyright © 2004 by Nelson, a division of Thomson Canada Erickson and Psychosocial Development  Key concepts or stages: 1. Trust vs. mistrust (birth to one) 2. Autonomy vs. shame and doubt (1-3) 3. Initiative vs. guilt (3-5) 4. Industry vs. inferiority (6-11) 5. Identity vs. role confusion (12-18) 6. Intimacy vs. isolation (18-35) 7. Generativity vs. self-absorption (35-55) 8. Integrity vs. despair (maturity to old age)

Copyright © 2004 by Nelson, a division of Thomson Canada Piaget and Cognitive Development  Key Theory: A theory of the development of our cognitive skills. As we age, we change how we think.  Key concepts (stages): 1. Sensorimotor (birth to 2) 2. Preoperational (2-7) 3. Concrete operational (7-11) 4. Formal operational (12- through adolescence)

Copyright © 2004 by Nelson, a division of Thomson Canada Kohlberg and Moral Development  Key Theory: A theory of the development of our moral or ethical skills. As we age, we change our moral behaviour.  Key concepts (stages): 1. Preconventional (7-10) 2. Conventional (10 through adulthood) 3. Postconventional (adult life but few attain it)

Copyright © 2004 by Nelson, a division of Thomson Canada Gilligan, Gender, and Moral Development  Carol Gilligan (b. 1936)  Key Theory: We develop morally depending on our gender.  Key concepts 1. Males: more concerned about justice, law, and order 2. Females: more focused on relationships

Copyright © 2004 by Nelson, a division of Thomson Canada Gilligan, Gender, and Moral Development  Women’s Moral Developmental stages: 1. Motivated by selfish concerns 2. Motivated by some responsibility for others 3. Motivated to do the best both for herself and for others

Copyright © 2004 by Nelson, a division of Thomson Canada Gender and Racial-Ethnic Socialization  Gender socialization: the aspect of socialization that contains specific messages and practices concerning the nature of being female or male in a specific group or society (p. 124)  Sources of gender socialization: family, social class, schools, peers, media, and the computer

Copyright © 2004 by Nelson, a division of Thomson Canada Socialization Through the Life Course  Infancy and Childhood  Adolescence  Adulthood

Copyright © 2004 by Nelson, a division of Thomson Canada Socialization Through the Life Course  Special term: Anticipatory socialization: the process by which knowledge and skills are learned for future roles (p. 125)  Infancy and childhood Central concern: during infancy and early childhood, family support and guidance are crucial to a child’s developing self-concept

Copyright © 2004 by Nelson, a division of Thomson Canada Socialization Through the Life Course  Infancy and Childhood  Central activities: carefree play, safety, and freedom from economic, political, and sexual responsibilities  Issue: physical, emotional, and sexual abuse and its negative outcomes for children’s development

Copyright © 2004 by Nelson, a division of Thomson Canada  Adolescence –In industrialized societies, this stage represents a buffer between childhood and adulthood –Common: emotional and social unrest –Some struggle in conflict between parental wishes and peer pressure –Transition for upper and middle class families to higher education Socialization Through the Life Course

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 Adulthood –Two foci:  Work in the paid labour force  The development of intimate relationships that often result in marriage and having children –Key concepts  Workplace (occupational) socialization. –Four phases: 1. career choice 2. anticipatory socialization 3. conditioning and commitment 4. continuous commitment Socialization Through the Life Course

Copyright © 2004 by Nelson, a division of Thomson Canada  Adulthood –Key concepts  Social Devaluation: wherein a person or group is considered to have less social value than other individuals or groups (p. 127). A frequent phenomenon among elderly Canadians. Socialization Through the Life Course

Copyright © 2004 by Nelson, a division of Thomson Canada Resocialization  Defined: The process of learning a new and different set of attitudes, values, and behaviours from those in one’s previous background (p. 127)  Special term: total institution: a place where people are isolated from the rest of society for a set period of time and come under control of the officials who run the institution (p. 127)

Copyright © 2004 by Nelson, a division of Thomson Canada Resocialization Involuntary When we receive a new status not of our own free will Examples: Armed forces conscription Imprisonment Voluntary When we receive a new status of our own free will Examples: Religious conversion Joining the armed forces

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Socialization in the Future  The family will continue to be the foundational source of socialization  However, with these nuances: –Isolation of the family without social support will lay increased burdens on parents –Likely will be an increase of child abuse  Increased use of computer technology may further impact socialization