Sociology 101 Chapter 3 Socialization

Nature or Nurture?  To what extent are people shaped by biology?  To what extent are people shaped by society?

 There is evidence on both sides of this debate: –Twin studies show the importance of nature –Isolation studies show the importance of nurture E.g. feral children –We have to socialize children to abide by cultural norms

What Is Socialization?  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

Biophysical Development  We cannot become linguistically competent if we don’t learn language from adults by age of 8-9 years old  The process of learning language actually forms the brain in specific ways –Feral children remain intellectually “stunted” Anna Genie

 Normal development of the brain and personality requires extensive interaction (socialization) with others –E.g. the “orphanage” experiment conducted by Skeels and Dye (1939) –Orphanages in Romania

Socialization And Cognitive Development  Research like this caused orphanages to be closed in the U.S.  It appears that our brains mature by stages  If we miss a stage, we are unable to progress further...

The “Self”  We have different feelings, perceptions and beliefs about ourselves  The self is people’s perception of their identity as distinct from others –Roles are an important part of the self

Psychological Approaches to the Self  Sigmund Freud –Id, Ego, Superego  Jean Piaget –A Swiss professor of psychology –Observed children to see how they developed –Suggested that cognitive development occurred in four stages

Sensorimotor Stage (0-2) {Object Permanence} Sensorimotor Stage (0-2) {Object Permanence} Preoperational Stage (2-7) {Taking the role of the other} Preoperational Stage (2-7) {Taking the role of the other} Concrete Operational Stage (7-11) {Rule of Conservation} Concrete Operational Stage (7-11) {Rule of Conservation} Formal Operational Stage (12-adolescence) {Hypothetical Reasoning & Abstraction} Formal Operational Stage (12-adolescence) {Hypothetical Reasoning & Abstraction} Piaget’s Cognitive Stages

Psychological Approaches to the Self  Lawrence Kohlberg –Preconventional Level –Conventional Level –Postconventional Level  Carol Gilligan –Females think differently than males when it comes to moral reasoning Stage 1: A woman is motivated primarily by selfish concerns. Stage 2: She recognizes her responsibility to others. Stage 3: She makes a decision based on a desire to do the greatest good for self and for others.

Sociological Approaches to the Self  Charles Horton Cooley –Looking Glass Self: We see ourselves as we think others see us we think

Cooley’s “Looking Glass Self” Favorable Self-Concept Enhanced Favorable Self-Concept Enhanced Imagine How Others Judge That Appearance Imagine How We Appear To Others Unfavorable Self-Concept Diminished Unfavorable Self-Concept Diminished

Sociological Approaches  George Herbert Mead –Self is divided into “I” and “Me” –suggests that we develop a “self” in 3 stages Pre-play stage: Children imitate what is in their environment Play stage: Children begin playing roles outside of themselves Game stage: Children are able to take the “role of the other”; thus, they are able to strategize effectively when playing team sports

Sociological Approaches  Erving Goffman –You are a collection of social roles (student, sister, athlete, etc.) –We learn how to play our roles because others teach (socialize) us others taught you how to be “a good student”, sorority member, etc.” –But how do we actually perform these roles? –Goffman argues that we assume roles much like a movie or stage actor –“All the world is a stage” Frontstage Backstage –Impression Management –Team work Helps avoid embarrassing situations and maintains social order… –E.g. “The Party”  Harold Garfinkle –Sharing norms and rules of behavior provide: Meaning Social stability –The social order is challenged when these norms are broken –We see the underlying structure which holds society together when norms are broken “Breaching experiments”

–Breaching Experiments The professor Elevator... Store bartering... Boarders at home... Supermarket “borrowing”... Handing out change…  Each of the above examples suggests: –That the norms governing and sustaining social order are taken for granted until challenged vDeference, politeness, and authority exist because they are taken for granted vThese beliefs can be successfully challenged by people with sufficient power or self-assurance vThat challenging the norms governing and sustaining social order creates chaos, embarrassment, frustration, and a breakdown in the social order

Agents of Socialization  The persons, groups or institutions that teach us what we need to know in order to participate in society –The family –The school (Education) –Peer Groups –Mass Media