Socialization

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Socialization

• Sociology
• Ch.4

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THE PROCESS BY WHICH PEOPLE ACT AND REACT IN
RELATION TO OTHERS

• HUMANS RELY ON SOCIAL STRUCTURE TO MAKE SENSE OUT
  OF SITUATIONS
• Social Structure takes into account elements of
  society and culture
• These patterns of structure
• Make the social world understandable
• Help guide social behavior
• Makes life appear as safe and predictable
• Allows for social stability and Order

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Touch your nose

• How did you know to do that?
• Where did you learn it?
• When did you learn it?

• Family is the primary socializer
• One of familys most important tasks is to teach
  language
• Without language or a way to communicate a person
  could not function in society

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Can you understand this language?
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Socialization

• The process of learning to participate in a group
• Begins at birth and continues throughout life
• Without prolonged and intensive social contact
  children do not learn basic skills such as
  walking, talking, and loving

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Harlow experiments

• Harry Harlow- 1959,1962,1967 performed
  experiments on rhesus monkeys to show the
  negative effects of social isolation
• Harlow scares monkeys
• Harlow Experiment 1
• Harlow Experiment 2

Was this ethical?
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Social Isolation

• IMPACT ON NONHUMAN PRIMATES
• HARLOWS EXPERIMENTS
• SIX MONTHS OF COMPLETE ISOLATION WAS ENOUGH TO
  DISTURB DEVELOPMENT
• IMPACT ON CHILDREN
• FERAL CHILDREN
• ANNA AND ISABELLE
• YEARS OF ISOLATION LEFT BOTH CHILDREN DAMAGED AND
  ONLY CAPABLE OF APPROXIMATING A NORMAL LIFE
• GENIES CASE
• SOMEWHAT LESS ISOLATED, BUT SUFFERED PERMANENT
  DISABILITIES

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Isolated Children

• Isabelle discovered at 6
• lived her entire life in a dark attic with her
  deaf-mute mother
• they lived in darkness and isolation.
• Malnourished
• Bowed legs unable to walk
• Initially accessed to be profoundly learning
  disabled
• Hostile to men
• When discovered, she couldnt speak.

• Anna- discovered at 5
• Confined to a small room
• Only milk to drink- malnourished
• Could not walk or talk
• Lived in filth
• Assessed at virtually no sign of intelligence

• Once found-Within 1 1/2 years
• Walks
• Understands simple commands
• Feeds self
• Speech of a one year old
• Within 3 years
• Could bounce and catch a ball participate as a
  follower in group activities
• Toilet trained/ dress self
• Speech of a two year old
• Within five years
• Follow simple instructions
• Identify some colors
• use blocks
• Clean herself
• Showed attachment to a doll
• Died at age 10

• After about two years of intensive work with
  language specialists, Isabelle acquired a
  vocabulary of about 2,000 words
• By age 8 ½ on par with peers educationally-seen
  as a happy, intelligent energetic child
• went on to have a relatively normal life.

Why did they develop so different?
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Can the internet stunt your social growth?

• Yes
• Social isolation spending all time in front of
  computer
• Online interaction is not same as real world
  interaction

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Can the internet stunt your social growth?

• No
• Many people sit together in groups at computer
• Online communities are interaction

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Be honest-Not talking about your uniform

• If not for rules and expectations, would you
  dress differently than you do?
• How? Why?
• When you wakeup in the morning, look in the
  mirror.
• Are you dressing for yourself or for how others
  see you?

No one can make you feel inferior without your
concent - Eleanor Roosevelt
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• Charles Horton Cooley
• Self Judgement based on our idea of how others
  see us.
• 1. Imagine how we appear to others
• 2. We imagine the reaction of others
• 3. We evaluate ourself according to how we
  imagine others have judged us

THE LOOKING-GLASS SELF
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Mead STAGES OF DEVELOPMENT
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• THE DUALITY OF SELF
• THE SELF AS SUBJECT (THE I)
• THE SELF AS OBJECT (THE ME)

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Freuds Ideas Psychology

• Different than the I and Me
• DEVELOPING PERSONALITY
• THE ID
• THE EGO
• THE SUPEREGO
• MANAGED CONFLICT
• ID AND SUPEREGO ARE IN CONSTANT STATES OF
  CONFLICT, WITH THE EGO BALANCING THE TWO
• REPRESSION-SOCIETYS CONTROLS OVER US
• SUBLIMATION-REDIRECTION OF BASIC DRIVES

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Maslows Heirerachy of Needs Psychology
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PEOPLE, PLACES, AND THINGS THAT PLAY IMPORTANT
ROLES OR HAVE SPECIAL MEANING ANDSIGNIFICANCE IN
THE SOCIALIZATION PROCESS.LETS EXAMINE A FEW
Agents of Socialization
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THE FAMILY

• MOST IMPORTANT AGENT
• CENTER OF A CHILDS LIFE
• PARENTAL ATTENTION IS VERY IMPORTANT
• BONDING AND ENCOURAGEMENT
• SOCIAL POSITION
• RACE, CLASS, RELIGION
• CULTURE CAPITAL
• CHILDHOOD INHERITENCE

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• CONFRONT DIVERSITY
• RACIAL CLUSTERING EARLY ON?
• HIDDEN CURRICULUM
• INFORMAL, COVERT LESSONS
• INDIVIDUAL EVALUATION
• RECORDKEEPING STARTS
• GENDER SOCIALIZATION BEGINS
• FROM GRADE SCHOOL THROUGH COLLEGE, GENDER-LINKED
  ACTIVITIES ARE ENCOUNTERED

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• DEVELOPING SENSE OF SELF THAT GOES BEYOND THE
  FAMILY
• YOUNG AND OLD ATTITUDES AND THE GENERATION GAP
• PEERS OFTEN GOVERN SHORT-TERM GOALS WHILE PARENTS
  MAINTAIN INFLUENCE OVER LONG-TERM PLANS
• ANTICIPATORY SOCIALIZATION
• PRACTICE AT WORKING TOWARD GAINING DESIRED
  POSITIONS

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IMPERSONAL COMMUNICATION DIRECTED AT A VAST
AUDIENCE

• TELEVISIONS IN THE UNITED STATES.
• 2/3rds OF HOUSEHOLDS SUBSCRIBE TO CABLE
  TELEVISION
• IN 1999, 98 OF HOUSEHOLDS HAD AT LEAST ONE
• HOW MUCH T.V. IN THE 1990s?
• ON AVERAGE, 7 HOURS PER DAY, OR ONE-HALF OF THEIR
  FREE TIME IS SPENT IN FRONT OF THE TELEVSION
• CONCERNS ABOUT CREATING IMAGES
• VIOLENCE AND THE MASS MEDIA
• DISABLING STEREOTYPE REINFORCEMENT
• CLAIMS OF LIBERALISM IN THE MEDIA

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Theories on Socialization
Functionalism Conflict Theory Symbolic Interactionism
Stresses how socialization contributes to a stable society Views socialization as a way for the powerful to prevent change Holds socialization is the major determinant of human behavior
Media- exposes shared beliefs to society News/Media- Set political agenda for community Through words, pictures, childrens books, meaning of love, motherhood. manners
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TOTAL INSTITUTIONS

• A SETTING IN WHICH PEOPLE ARE
• ISOLATED FROM SOCIETY
• CONTROLLED BY STAFF
• CHARACTERISTICS
• SUPERVISION OF ALL SPHERES OF A PERSONS LIFE
• STANDARDIZED, RIGID SYSTEM UNDERWHICH ALL LIVE
• FORMAL RULES AND DAILY SCHEDULES FOR ALL

Is school a total institution? No
GULP!
n
n
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Desocilization

• Desocialization
• removal of norms, values, attitudes, behaviors

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RADICALLY ALTERATION OF A PERSONS PERSONALITY

• Adopting new values, norms behaviors
• Done through rewards and punishments
• INSTITUTIONALIZED PERSONALITY
• IMPACT ON SOME PERSONS WHO HAVE LIVED FOR A LONG
  PERIOD OF TIME WITHIN AN ENVIRONMENT SUCH AS THAT
  FOUND WITHIN TOTAL INSTITUTIONS

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Anticipatory Socialization

• Preparing for a change
• Use a reference group to get new norms

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COGNITIVE DEVELOPMENT

• COGNITION
• HOW PEOPLE THINK AND UNDERSTAND
• STAGES OF DEVELOPMENT
• SENSORIMOTOR STAGE
• SENSORY CONTACT UNDERSTANDING
• PREOPERATIONAL STAGE
• USE OF LANGUAGE AND OTHER SYMBOLS
• CONCRETE OPERATIONAL STAGE
• PERCEPTION OF CAUSAL CONNECTIONS IN SURROUNDINGS
• FORMAL OPERATIONAL STAGE
• ABSTRACT, CRITICAL THINKING

MAN! MEASURING A PERSONS COGNITIVE DEVELOPMENT
THIS WAY SURE IS TOUGH!
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KOHLBERGS IDEAS

• MORAL DEVELOPMENT OCCURS IN STAGES
• PRECONVENTIONAL
• WHATEVER SERVES THE PERSONS NEEDS
• CONVENTIONAL
• SHEDDING OF SOME SELFISHNESS PLEASING PARENTS
  AND SOCIETYS NORMS AS LEARNED
• POST-CONVENTIONAL
• MOVING BEYOND SOCIETYS NORMS TO CONSIDER
  ABSTRACT ETHICAL PRINCIPLES

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THE LIFE COURSE

• CHILIDHOOD (AGE 1 THROUGH 12)
• THE HURRIED CHILD
• ADOLESCENCE (THE TEENAGE YEARS)
• A FOOT IN BOTH WORLDS (MARGINALITY)
• ADULTHOOD
• EARLY 20 TO 40, CONFLICTING PRIORITIES
• MIDDLE 40 TO 60, MIDLIFE CRISIS
• OLD AGE (MID-60s AND OLDER)
• GRAYING BABY BOOMERS
• LESS ANTI-ELDERLY BIAS
• ROLE EXITING CAN BE DIFFICULT

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