1. Chapter 4 Socialization

2. Socialization The process by which people learn their culture. The process by which people learn their culture. They do so by entering and disengaging from a succession of roles and becoming aware of themselves as they interact with others. They do so by entering and disengaging from a succession of roles and becoming aware of themselves as they interact with others.

3. Social Interaction The view that social interaction unleashes human potential is supported by studies showing that children raised in isolation do not develop normal language and other social skills The view that social interaction unleashes human potential is supported by studies showing that children raised in isolation do not develop normal language and other social skills

4. Social Interaction Harlow Study of Rhesus Monkeys Harlow Study of Rhesus Monkeys Harry and Margaret Harlow Harry and Margaret Harlow Conclusion: emotional development requires affection Conclusion: emotional development requires affection Spitz Study Spitz Study Rene Spitz Rene Spitz Conclusion: childhood socialization seems to be a necessary ingredient to making us fully human. Conclusion: childhood socialization seems to be a necessary ingredient to making us fully human.

5. Theories of Childhood Socialization Sigmund Freud Sigmund Freud Charles Horton Cooley Charles Horton Cooley George Herbert Mead George Herbert Mead Jean Piaget Jean Piaget Lawrence Kohlberg Lawrence Kohlberg Lev Vygotsky Lev Vygotsky Carol Gilligan Carol Gilligan

6. Theories of Childhood Socialization Sigmund Freud Sigmund Freud Psychoanalysis/Psychodynamic Theory Psychoanalysis/Psychodynamic Theory Id, Ego, Superego Id, Ego, Superego Conscious and Unconscious Conscious and Unconscious

7. Theories of Childhood Socialization Charles Horton Cooley Charles Horton Cooley Looking Glass Self Looking Glass Self How we see ourselves evaluated by others How we see ourselves evaluated by others Symbolic Interactionism Symbolic Interactionism Face-to-face communication Face-to-face communication

8. Theories of Childhood Socialization George Herbert Mead George Herbert Mead The I and the Me The I and the Me Four Stages: Role-taking Four Stages: Role-taking Imitation Imitation Pretend to Be another person Pretend to Be another person Simultaneously take role of Several other people Simultaneously take role of Several other people Generalized other Generalized other

9. Theories of Childhood Socialization Jean Piaget Jean Piaget Cognitive Development Cognitive Development Sensorimotor Stage Sensorimotor Stage Preoperational Stage Preoperational Stage Concrete Operational Stage Concrete Operational Stage Formal Operational Stage Formal Operational Stage

10. Theories of Childhood Socialization Lawrence Kohlberg Lawrence Kohlberg Moral Reasoning Moral Reasoning Preconventional Stage Preconventional Stage Conventional Conventional Postconventional Postconventional

11. Theories of Childhood Socialization Lev Vygotsky Lev Vygotsky Sociocognitive Development Sociocognitive Development Ways of thinking determined as much by social institutions as innate characteristics Ways of thinking determined as much by social institutions as innate characteristics Zone of Proximal Development Zone of Proximal Development

12. Theories of Childhood Socialization Carol Gilligan Carol Gilligan Sociological foundations of moral development in American boys and girls Sociological foundations of moral development in American boys and girls

13. Agents of Socialization Families Families Schools Schools Peer Groups Peer Groups Mass Media Mass Media Professional Socialization Professional Socialization Resocialization and Total Institutions Resocialization and Total Institutions

14. Agents of Socialization Families Families Primary Socialization Primary Socialization Primary Socialization is the process of acquiring the basic skills needed to function in society during childhood. Primary Socialization is the process of acquiring the basic skills needed to function in society during childhood. Usually takes place in families Usually takes place in families

15. Agents of Socialization Schools Schools Secondary Socialization Secondary Socialization Socialization outside the family Socialization outside the family Help prepare students for job market Help prepare students for job market 1918 every state in US required children to attend school until age 16 or completion of the 8 th grade. 1918 every state in US required children to attend school until age 16 or completion of the 8 th grade.

16. Agents of Socialization Peer Groups Peer Groups Consist of individuals who are not necessarily friends, but are about the same age and of similar status Consist of individuals who are not necessarily friends, but are about the same age and of similar status Help children & adolescents separate from families and develop independent sources of identity Help children & adolescents separate from families and develop independent sources of identity Teach young people how to adapt to the ways of the larger society Teach young people how to adapt to the ways of the larger society

17. Agents of Socialization Mass Media Mass Media Allows more self-socialization Allows more self-socialization Choosing socialization influences from the wide variety of mass media offerings Choosing socialization influences from the wide variety of mass media offerings Tend to choose influences that are more pervasive, fit existing cultural standards, and are made especially appealing by those who control the mass media Tend to choose influences that are more pervasive, fit existing cultural standards, and are made especially appealing by those who control the mass media

18. Agents of Socialization Professional Socialization Professional Socialization Compatible socialization Compatible socialization Non-compatible socialization Non-compatible socialization Conflict with family/community Conflict with family/community The more a student is at odds with a professional identity, the more likely he/she is to drop out The more a student is at odds with a professional identity, the more likely he/she is to drop out

19. Agents of Socialization Resocialization and Total Institutions Resocialization and Total Institutions Occurs when powerful socializing agents deliberately cause rapid change in one’s values, roles, and self-conception, sometimes against one’s will Occurs when powerful socializing agents deliberately cause rapid change in one’s values, roles, and self-conception, sometimes against one’s will Fraternity, Marines, religious order Fraternity, Marines, religious order

20. Agents of Socialization Resocialization and Total Institutions Resocialization and Total Institutions Three stages Three stages Separation from one’s old status and identity (ritual rejection) Separation from one’s old status and identity (ritual rejection) Degradation, disorientation, and stress (ritual death) Degradation, disorientation, and stress (ritual death) Acceptance of the new group culture and status (ritual rebirth) Acceptance of the new group culture and status (ritual rebirth)

21. Agents of Socialization Resocialization and Total Institutions Resocialization and Total Institutions Total institutions are settings where people are isolated from the larger society and under the strict control and constant supervision of a specialized staff. Total institutions are settings where people are isolated from the larger society and under the strict control and constant supervision of a specialized staff. Asylums and Prisons Asylums and Prisons Zimbardo Experiment Zimbardo Experiment

22. Socialization Across the Life Course Adult socialization is necessary for four main reasons: Adult socialization is necessary for four main reasons: 1. Adult roles are often discontinuous 2. Some adult roles are largely invisible 3. Some adult roles are unpredictable 4. Adult roles change as we mature

23. Socialization Across the Life Course Adult socialization is necessary for four main reasons: Adult socialization is necessary for four main reasons: 1. Adult roles are often discontinuous – socialize children to be unresponsible, submissive and asexual 2. Some adult roles are largely invisible 3. Some adult roles are unpredictable 4. Adult roles change as we mature

24. Socialization Across the Life Course Adult socialization is necessary for four main reasons: Adult socialization is necessary for four main reasons: 1. Adult roles are often discontinuous 2. Some adult roles are largely invisible – hidden to people to young to perform them (marriage, occupational roles) 3. Some adult roles are unpredictable 4. Adult roles change as we mature

25. Socialization Across the Life Course Adult socialization is necessary for four main reasons: Adult socialization is necessary for four main reasons: 1. Adult roles are often discontinuous 2. Some adult roles are largely invisible 3. Some adult roles are unpredictable – marrying someone from a different ethnic or religious group; separation & divorce; sudden death of a spouse; job loss & long- term unemployment; forced migration; transition from peace to war 4. Adult roles change as we mature

26. Socialization Across the Life Course Adult socialization is necessary for four main reasons: Adult socialization is necessary for four main reasons: 1. Adult roles are often discontinuous 2. Some adult roles are largely invisible 3. Some adult roles are unpredictable 4. Adult roles change as we mature – inner change processes: as children grow older, family roles change; with middle age comes awareness of death and questions about our way of life

27. Identity and the Internet Virtual communities shape our identity Virtual communities shape our identity An association of people, scattered across the country, continent, or planet, who communicate via computer. An association of people, scattered across the country, continent, or planet, who communicate via computer.

28. Dilemmas of Childhood and Adolescent Socialization Preindustrial: Preindustrial: Until late 1600’s Until late 1600’s children seen as small adults children seen as small adults Chores by age 5 Chores by age 5 Working full time by age 10-12 Working full time by age 10-12 Marriage and achievement of full adulthood by 15-16 Marriage and achievement of full adulthood by 15-16 People did not live long enough to afford the luxury of childhood People did not live long enough to afford the luxury of childhood Most children died before age 5 Most children died before age 5 Children a financial asset Children a financial asset No social need for period of extended training and development No social need for period of extended training and development

29. Dilemmas of Childhood and Adolescent Socialization Industrial: Industrial: Until late 1700’s Until late 1700’s children began to be seen as children children began to be seen as children Still had chores by age 5 Still had chores by age 5 Many still put to work full time by age 10-12 Many still put to work full time by age 10-12 Marriage and achievement of full adulthood by 15-16 Marriage and achievement of full adulthood by 15-16 More children survived to adulthood More children survived to adulthood Children a financial liability Children a financial liability The need began to immerge for educated population The need began to immerge for educated population

30. Dilemmas of Childhood and Adolescent Socialization Industrial: Industrial: Until late 1700’s Until late 1700’s children began to be seen as children children began to be seen as children Still had chores by age 5 Still had chores by age 5 Many still put to work full time by age 10-12 Many still put to work full time by age 10-12 Marriage and achievement of full adulthood by 15-16 Marriage and achievement of full adulthood by 15-16 More children survived to adulthood More children survived to adulthood Children a financial liability Children a financial liability The need began to emerge for educated population The need began to emerge for educated population

31. Dilemmas of Childhood and Adolescent Socialization Post Industrial: Post Industrial: Childhood as a separate developmental stage Childhood as a separate developmental stage Education became mandatory to age 16 or 8 th grade Education became mandatory to age 16 or 8 th grade Child labor laws passed Child labor laws passed Marriage and achievement of full adulthood by 30 Marriage and achievement of full adulthood by 30 Because most children survive infancy, parents invest much more emotionally into their children Because most children survive infancy, parents invest much more emotionally into their children Children a financial liability so families limit number of children. Birth control makes this possible Children a financial liability so families limit number of children. Birth control makes this possible A technological and service oriented society must have a highly educated population A technological and service oriented society must have a highly educated population

32. Dilemmas of Childhood and Adolescent Socialization Post Industrial: Post Industrial: Problems – Problems – Declining adult supervision Declining adult supervision Increasing media influence Increasing media influence Declining extracurricular activities Declining extracurricular activities The Vanishing Adolescent p.121 The Vanishing Adolescent p.121

33. Dilemmas of Childhood and Adolescent Socialization The Case for the End of Adolescence The Case for the End of Adolescence