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Chapter 4. Socialization and Development. Chapter Outline. Becoming a Person: Biology and Culture The Concept of Self Theories of Development Early Socialization in American Society Adult Socialization. Socialization.
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Chapter 4 Socialization and Development
Chapter Outline • Becoming a Person: Biology and Culture • The Concept of Self • Theories of Development • Early Socialization in American Society • Adult Socialization
Socialization • Social interaction that teaches the child the intellectual, physical, and social skills needed to function as a member of society. • Each child slowly acquires a personality— the patterns of behavior and ways of thinking and feeling that are distinctive for each individual.
Becoming a Person: Biology and Culture • Every human being is born with a set of genes, inherited units of biological material. • The Human Genome Project found that humans have about 30,000 genes. • Genes influence the chemical processes in our bodies and control some of these processes. • Most of our body processes, are the result of the interaction of genes and the environment (physical, social, and cultural).
Becoming a Person: Biology and Culture • Height depends on the genes that control the growth of your legs, trunk, neck, and head and also on the amount of protein, vitamins, and minerals in your diet. • Genes help determine blood pressure, but so do the amount of salt in your diet, the frequency with which you exercise, and the amount of stress under which
Sociobiology • Discipline using biological principles to explain the behavior of social animals and humans.
Deprivation and Development • Human infants need more than just food and shelter if they are to function effectively as social creatures. • Children who aren’t provided physical, mental, or emotional stimulation often develop attachment disorder—they re unable to trust people and to form relationships with others.
The Concept of Self • An awareness of the existence, appearance, and boundaries of one’s own body. • The ability to refer to one’s own being by using language and other symbols. • Knowledge of one’s personal history.
The Concept of Self • Knowledge of one’s needs and skills. • The ability to organize one’s knowledge and beliefs. • The ability to organize one’s experiences.
The Concept of Self • The ability to take a step back and: • look at one’s being as others do • evaluate the impressions one is creating • understand the feelings and attitudes one stimulates in others.
Piaget’s Stages of Development • Sensorimotor stage (birth to age 2) • Infant relies on touch and the manipulation of objects for information about the world, slowly learning about cause and effect. • Preoperational stage (about age 2) • Child begins to learn that words can be symbols for objects. The child cannot see the world from another person’s point of view.
Piaget’s Stages of Development • Operational stage (age 7 to about age 12) • The child begins to think with some logic and can understand numbers, shapes, and spatial relationships. • Formal, logical thought (adolescence) • People at this stage are capable of abstract, logical thought are able to anticipate consequences of their actions.
Moral Development • Research suggests that not every person is capable of thinking about morality in the same way. • Just as our sense of self and our ability to think logically develop in stages, our moral thinking develops in a progression of steps as well.
Kohlberg’s Stages of Morality • Stage 1. Orientation toward punishment. • Stage 2. Orientation toward reward. • Stage 3. Orientation toward possible disapproval by others.
Kohlberg’s Stages of Morality • Stage 4. Orientation toward formal laws and fear of personal dishonor. • Stage 5. Orientation toward peer values and democracy. • Stage 6. Orientation toward one’s own set of values.
Cooley’s: Looking-Glass Self • The process through which we develop a sense of self: • We imagine how our actions appear to others. • We imagine how other people judge these actions. • We make a self-judgment based on the presumed judgments of others.
Mead’s Stages of Development The self develops in three stages: • Preparatory stage - The child imitates the behavior of others. • Play stage - The child begins to formulate role expectations: playing house, cops and robbers, etc. • Game stage - The child learns there are rules that specify the proper and correct relationship among the players.
Freud’s View of the Self The self has three separately functioning parts: • id - the drives and instincts every human inherits, but which remain unconscious for the most part. • Superego - society’s norms and moral values as learned primarily from our parents. • ego - tries to mediate in the eternal conflict between the id and the superego, and to find socially acceptable ways for the id’s drives to be expressed.
Erikson’s Stages of Human Development • Human development is accomplished in 8 stages. • Each stage amounts to a crisis brought on by two factors: • Biological changes in the developing individual. • Social expectations and stresses.
Erikson’s Stages of Human Development • At each stage, the individual is pulled in opposite directions to resolve the crisis. • The individual resolves the conflict at each stage somewhere toward the middle of the opposing options.
Daniel Levinson • Proposed that adults are faced with new developmental tasks throughout their lives and working through these challenges is the essence of adulthood. • Both men and women go through the same periods of adult development, although there are differences due to external and internal constraints.
Question • Freud's part of the self that represents society's norms and moral values is the _________________ .
Answer: superego • Freud's part of the self that represents society's norms and moral values is the superego.
Question • According to Erikson, the conflict to be resolved during adolescence is: • industry vs. inferiority. • identity vs. role confusion. • intimacy vs. isolation. • autonomy vs. shame.
Answer: B • According to Erikson, the conflict to be resolved during adolescence is identity vs. role confusion.
Question • Of the socialization theories, which one do you think offers the best explanation for why people develop as they do? • Mead • Coffman • Cooley • Freud • Piaget
Agents of Socialization • The Family • The School • Peer Groups • The Mass Media and Socialization
Question • Which agent of socialization do you think is the most responsible for gender differences in how males and females are socialized? • The family • Religion • The peer group • Education • Mass media
Controversies in Sociology: Is Day Care Harmful to Children? • Higher-quality day care is related to: • Better mother-child relationships • Lower probability of insecure attachment in infants of mothers low in sensitivity • Fewer reports of children’s problem behaviors • Higher cognitive performance of children • Higher language ability of children • Higher level of school readiness
Controversies in Sociology: Is Day Care Harmful to Children? • Poor-quality day care produces • Less harmonious mother-child relationships • Higher probability of insecure mother-child attachment in infants of mothers already low in sensitivity. • More problem behaviors, lower cognitive and language ability, and lower school-readiness scores
The Mass Media • 98.2% of all households in the U.S. have television sets, with an average of 2 sets per home. • Schoolchildren watch an average 2 1/2 hours of television on school days and 4 hours and 20 minutes on weekends. • By the time most people reach the age of 18, they will have spent more waking time watching television than doing anything else.
Question • Which media source do you think has the strongest impact on attitudes and behaviors of your generation? • Advertising • Television • Music and music videos • The Internet • Magazines
Primary Socialization Primary socialization means individuals have: • Learned a language and can think logically. • Accepted the basic norms and values of the culture. • Developed the ability to pattern behavior in terms of these norms and values. • Assumed a culturally appropriate social identity.
Adult Socialization • The process by which adults learn new statuses and roles. • Differences from primary socialization: • Adults are much more aware than young people are of the processes through which they are being socialized. • Adults often have more control over how they wish to be socialized and therefore can generate more enthusiasm for the process.
Resocialization • Exposure to ideas or values that in one way or another conflict with what was learned in childhood.
Factors In Effective Resocialization • Isolation from the outside world. • Spending all of one’s time in the same place with the same people. • Shedding individual identity by giving up old clothes and possessions for standard uniforms. • A clean break with the past. • Loss of freedom of action.
Total Institutions • Environments such as prisons or mental hospitals in which the participants are physically and socially isolated from the outside world.
Question • Which of the following is an example of a total institution? • prison • public school • the family • local church
Answer: A • A prison is an example of a total institution.
1. The process of learning the skills needed to function as a member of society is: • development. • socialization. • social identity acquisition. • personality acquisition.
2. Our own distinctive patterns of behavior and ways of thinking and feeling are our: • social identity. • personality. • social status. • social attachment.
Answer: B • Our own distinctive patterns of behavior and ways of thinking and feeling are our personality.
3. The stage at which a child relies on touch and manipulation of objects for information is the ________ stage. • preoperational • sensoroimotor • formal operational • operational
Answer: B • The stage at which a child relies on touch and manipulation of objects for information is the sensoroimotor stage.
