1. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin

2. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin Chapter 3 Socialization

3. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Learning Objectives 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human” 3.2Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind

4. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Learning Objectives Continued 3.3Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human” 3.4Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map

5. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Learning Objectives Continued 3.5 Explain why the family, the neighborhood, religion, day care, school, peer groups, and the workplace are called agents of socialization 3.6Explain what total institutions are and how they resocialize people

6. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Learning Objectives Continued 3.7 Identify major divisions of the life course and discuss the sociological significance of the life course 3.8 Understand why we are not prisoners of socialization

7. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.1 Society Makes Us Human Feral Children Isolated Children Institutionalized Children Deprived Animals

8. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.1—Feral Children Raised by Animals Unable to Speak Walk on all Fours

9. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. The relative influence of heredity and the environment in human behavior has fascinated and plagued researchers. Twins intrigue researchers, especially those twins who were separated at birth.

10. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. One of the reasons I went to Cambodia was to interview a feral child—the boy shown here—who supposedly had been raised by monkeys. When I arrived at the remote location where the boy was living, I was disappointed to find that the story was only partially true. When the boy was about two months old, the Khmer Rouge killed his parents and abandoned him. Months later, villagers shot the female monkey who was carrying the baby. Not quite a feral child—but Mathay is the closest I’ll ever come to one.

11. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.1—Isolated Children Language is the Key to Culture Culture Makes us Human

12. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.1—Institutionalized Children The Skeels/Dye Experiment –“High intelligence” depends on early, close relations Data confirmed in India’s orphanages Genie

13. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. A child in an orphanage in Juba, Sudan. The treatment of this child is likely to affect his ability to reason and to function as an adult.

14. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.1—Deprived Animals Harlows’ Experiments with Rhesus Monkeys Confirms Data from Isolated Humans Socialization

15. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Like humans, monkeys need interaction to thrive. Those raised in isolation are unable to interact with other monkeys. In this photograph, we see one of the monkeys described in the text. Purposefully frightened by the experimenter, the monkey has taken refuge in the soft terrycloth draped over an artificial “mother.”

16. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.2 Socialization into the Self and Mind Cooley and the Looking-Glass Self Mead and Role Taking Piaget and the Development of Reasoning Global Aspects of the Self and Reasoning

17. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.2—Cooley and the Looking-Glass Self We Imagine How We Appear to Those Around Us We Interpret Others’ Reactions We Develop a Self-Concept

18. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.2—Mead and Role Taking Taking the Role of the Other –Imitation, Play, Team Games Significant Others vs. Generalized Other “I” and “Me”

19. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Mead analyzed taking the role of the other as an essential part of learning to be a full-fledged member of society. At first, we are able to take the role only of significant others, as this child is doing. Later we develop the capacity to take the role of the generalized other, which is essential not only for cooperation but also for the control of antisocial desires.

20. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved.

21. LO 3.2—Piaget and the Development of Reasoning Sensorimotor Stage Preoperational Stage Concrete Operational Stage Formal Operational Stage

22. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. To help his students understand the term generalized other, Mead used baseball as an illustration. Why are team sports and organized games excellent examples to use in explaining this concept?

23. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Jean Piaget in his office.

24. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.2—Global Aspects of the Self and Reasoning Self May Develop Earlier than Mead Suggests Stages not as Distinct as Piaget Concluded Some people seem to get stuck in the concreteness of the third stage –Never reach fourth stage of abstract thinking

25. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.3 Learning Personality, Morality, and Emotions Freud and the Development of Personality Kohlberg and the Development of Morality Socialization into Emotions What We Feel Society Within Us: The Self and Emotions as Social Control

26. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.3—Freud and the Development of Personality Freud and the Development of Personality –Id, Ego, Superego Sociological Evaluation

27. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Shown here is Sigmund Freud in 1931 as he poses for a sculptor in Vienna, Austria. Although Freud was one of the most influential theorists of the twentieth century, most of his ideas have been discarded.

28. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.3—Kohlberg and the Development of Morality Kohlberg’s Theory Criticisms of Kohlberg Research with Babies Cultural Relativity of Morality

29. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.3—Socialization into Emotions Global Emotions –Anger, Distrust, Fear, Happiness, Sadness, and Surprise Expressing Emotions

30. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. What emotions are these people expressing? Are these emotions global? Is their way of expressing them universal?

31. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.3—What We Feel We need more cross-cultural research to help us understand how our society affects what we feel

32. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.3—Society Within Us: The Self and Emotions as Social Control Are We Free? Expectations of Family and Friends Social Mirror

33. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.4 Socialization into Gender Learning the Gender Map Gender Messages in the Family Gender Messages from Peers Gender Messages in the Mass Media

34. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.4—Learning the Gender Map Gender: Attitudes and Behaviors Expected of Us Because We are Male/Female Gender Map/Gender Socialization

35. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.4—Gender Messages in the Family Parents Toys and Play Gay and Lesbian Parents

36. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. It is in the family that we first learn how to do gender, how to match our ideas, attitudes, and behaviors to those expected of us because of our sex. This photo is from Papua New Guinea.

37. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.4—Gender Messages from Peers Peer Groups –Girls reinforce images of appearance and behavior appropriate for females –Boys police one another’s interests and ways of discussing sex and violence

38. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. The gender roles that we learn during childhood become part of our basic orientations to life. Although we refine these roles as we grow older, they remain built around the framework established during childhood.

39. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Sokol (Zhire) Zmajli, aged 80, changed her name from Zhire to the male name Sokol when she was young. She heads the family household consisting of her nephew, his wife, their sons, and their wives.

40. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.4—Gender Messages in the Mass Media Television, Movies, and Cartoons Video Games Advertising

41. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. The mass media not only reflect gender stereotypes but they also play a role in changing them. Sometimes they do both simultaneously. The image of the “new” Lara Croft not only reflect women’s changing role in society, but also, by exaggerating the change, it molds new stereotypes.

42. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5 Agents of Socialization The Family The Neighborhood Religion Day Care The School Peer Groups The Workplace

43. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5—The Family Social Class and Type of Work Social Class and Play

44. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. This photo captures an extreme form of family socialization. The father seems to be more emotionally involved in the goal—and in more pain—than his daughter, as he pushes her toward the finish line in the Teen Tours of America Kid’s Triathlon.

45. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5—The Neighborhood Children from poor neighborhoods fare worse than children from wealthy neighborhoods

46. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5—Religion Foundation of U.S. Morality Specific Doctrines, Values, and Morality

47. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5—Day Care Participating in Day Care Resulted in Differing Personalities for Children

48. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5—The School Manifest Functions Latent Functions Hidden Curriculum Corridor Curriculum

49. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Schools are a primary agent of socialization. One of their functions is to teach children the attitudes and skills they are thought to need as adults.

50. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5—Peer Groups Allow children a source to resistance to parental and school socialization

51. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Richard Rodriguez represents millions of immigrants—not just those of Latino origin but those from other cultures, too— who want to integrate into U.S. culture yet not betray their past. Fearing loss of their roots, they are caught between two cultures, each beckoning, each offering rich rewards.

52. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. Gossip and ridicule increase the status insecurity of this time of life.

53. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.5—The Workplace Anticipatory Socialization

54. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.6 Resocialization Total Institutions Degradation Ceremony

55. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. A recruit with a drill instructor.

56. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.7 Socialization through the Life Course Childhood (from birth to about age 12) Adolescence (ages 13-17) Transitional Adulthood (ages 18-29) The Middle Years (ages 30-65) The Older Years (about age 63 on) Applying the Sociological Perspective to the Life Course

57. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.7—Childhood (from birth to about age 12) Child Labor Terrorizing Children Industrialization

58. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. From paintings, such as this one of Sir Walter Raleigh from 1602, some historians conclude that Europeans once viewed children as miniature adults who assumed adult roles early in life. From the 1959 photo taken in Harlem, New York, you can see why this conclusion is now being challenged, if not ridiculed.

59. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.7—Adolescence (ages 13-17) A Social Invention Initiation Rites

60. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. In many societies, manhood is not bestowed upon males simply because they reach a certain age. Manhood, rather, signifies a standing in the community that must be achieved. Shown here is an initiation ceremony in Indonesia, where boys, to lay claim to the status of manhood, must jump over this barrier.

61. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.7—Transitional Adulthood (ages 18-29) Adultolescence

62. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved.

63. LO 3.7—The Middle Years (ages 30- 65) The Early Middle The Later Middle

64. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.7—The Older Years (about age 63 on) The Transitional Older Years The Later Older Years

65. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. This January 1937 photo from Sneedville, Tennessee, shows Eunice Johns, age 9, and her husband, Charlie Johns, age 22. The groom gave his wife a doll as a wedding gift. The new husband and wife planned to build a cabin, and, as Charlie Johns phrased it, “go to housekeepin’.” This couple illustrates the cultural relativity of life stages, which we sometimes mistake as fixed. It also is interesting from a symbolic interactionist perspective— that of changing definitions. The marriage lasted. The couple had 7 children, 5 boys and 2 girls. Charlie died in 1997 at age 83, and Eunice in 2006 at age 78. The two were buried in the Johns Family Cemetery.

66. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.7—Applying the Sociological Perspective to the Life Course Social Location

67. © 2015, 2013, 2011 by Pearson Education, Inc. All rights reserved. LO 3.8 Are We Prisoners of Socialization? We are NOT Robots We are Individuals