Warm Up : 9.12.13

1. Warm Up: 9.12.13 1. Define socialization 2. What did Henry Harlow’s research of rhesus monkeys reveal? 3. What were the conclusions of the case studies on Anna, Isabelle, and Genie? Did they support Harlow’s research? Justify your answer.

2. Objective and DOL Objective DOL • SWBAT compare and contrast the functionalist, conflict, and symbolic interactionist perspectives on socialization • What is the looking glass self? • What are the consequences of having a distorted looking glass? • Which self is the first to react in a situation, the “me” or the “I”? • Venn diagram creation

3. Three Perspectives on SocializationCh 4. Section 2 Functionalist perspective Conflict Perspective Symbolic Interactionism

4. Review of Perspectives • What is the Functionalist Perspective? • What is the Conflict Perspective? • What is Symbolic Interactionism?

5. Functionalist Perspective • Groups work together to create a stable society by reinforcing the lessons learned through socialization • Example: Schools and Families work together to teach children the same basic norms, beliefs, and values • What is an example of a norm, belief, or value that both schools and families reinforce? • What would happen if we did not learn these the same way in different areas of our lives?

6. Conflict Perspective The conflict Perspective says Socialization is a way of maintaining society the way it is • Example: social class. People learn to accept their social class and the consequential way they are treated before they are old enough to understand to question it. • Therefore socialization maintains the social, political, and economic advantages of the higher social classes

7. Symbolic Interactionism • Claims human nature is a product of society (not biology) • Symbolic Interactionist Perspective uses several concepts to understand socialization: • Self concept • The looking glass self • Significant others • Role taking • The generalized other

8. On demand writing • Silently (!) –don’t get help from others- write one paragraph about yourself without focusing on physical aspects. Focus on your values, attitudes, beliefs, and personality. • Hand these to me when you are finished.

9. Read aloud • Do you recognize the writer as seen through his/her own eyes?

10. Self-concept and the Looking Glass Self • Self-concept- an image of yourself having an identity separate than others. • Discovered by a sociologist watching his kids play. Children realize they can turn guests’ attention to themselves by causing a disturbance • Judge themselves based off how they think others will react to them • Looking-Glass self- an image of yourself based on what you think others think of you

11. Looking-Glass Self (cont.) • Think-Pair-Share: Be honest: If not for rules and expectations, would you dress differently than you do? How and Why? There’s a three stage process to this: • We imagine how we appear to others • We Imagine the reaction of others to our (imagined) appearance. • We evaluate ourselves according to how we imagine others have judged us. • Not conscious, occurs rapidly

12. Applies in school with how your teacher or friends will perceive your school work, the way society will judge your appearance, the way spectators will judge your athleticism, etc. • Can you think of other times when you use your looking glass self to evaluate your worth? • Is your Looking-Glass self (the image you see of yourself) always true? • NO!!

13. Significant others • …not just your boyfriend or girlfriend Significant others- people whose reactions to you are most important to your self-concept For a child, likely to include mothers and fathers, grandparents, teacher, playmate • Who are likely to be significant others for adults? • Spouse, parents, friends, employers

14. On demand writing • Who are your significant others? Why have these individuals been important in shaping your self-concept?

15. Warm Up • Take out your ch 3 quiz that was homework, and a writing utensil different than the one you used on this quiz.

16. Role Taking • Role taking- seeing ourselves as another would see us; taking their view point and responding to ourselves accordingly • Ex: asking a teacher for extra credit opportunities, you may imagine what she may say and the objections she would raise. three steps: • imitation stage, role taking stage, game stage • Read p. 118

17. Development of role-taking ability • 1. imitation stage: around 1 ½- 2 y.o. kids begin to imitate what they see without realizing why • 2. Play stage- aroun the age of 3-4, kids can be seen acting out specific roles, such as mother, police, or astronaut. Acts the way they imagine the person would (one role at a time) • 3. Game stage- can assume the role of multiple people simultaneously. Able to fit the roles of multiple people together and assume what they are supposed to do and what is expected of others in the game.

18. Generalized other • Generalized other- • What could this mean? • Generalized: non specific • Synonyms: culture, society • Generalized other- integrated conception of norms, values, and beliefs of one’s community/society • *The gen. other makes us act of principle, not just pleasing a significant other

19. But not everyone acts the way they should all of the time! • What accounts for these differences? • Mead proposed the “I” and the “me” • The “me” is yourself as you have been socialized • Predictable, conformist • The “I” is the unpredictable, spontaneous, often creative parts of the self • The part that would yell at someone you care about • The I usually seeks the “me’s” advice before behaving. • Can think of “me” as me as others see me; • The “I” is me asI am.

20. DOL • What is the looking glass self? • What are the consequences of having a distorted looking glass? • Which self is the first to react in a situation, the “me” or the “I”?

21. Warm-Up OBJ: SWBAT identify and describe the agents of socialization. Relevance: Today we are learning about this because all people go through the process of socialization.

22. Agents of Socialization • Today we are going to discuss the agents of socialization. • The primary agents of socialization are: • Family • Schools • Peer Groups • Mass Media

23. The Family • Children’s first exposure to the world occurs within the family when they learn to: • Think and speak • Internalize norms, beliefs, and values • Form basic attitudes • Develop a capacity for intimate personal relationships • Acquire a self-image (What theories are at play here?) • Our families social class also shapes what we think of ourselves and how others treat us, even into adulthood. • Which perspective would support this statement?

24. Schools • For most children, school is the first time they are cared for by adults are not their relatives. • Relationships are impersonal. • Rewards and punishments are based on performance rather than affection. • At school children are taught to be less dependent on their parents emotionally. • School also creates feelings of loyalty and allegiance to something beyond the family.

25. Hidden Curriculum • The socialization process in school involves more than learning to read and write -- there is also a hidden curriculum • The informal and unofficial aspects of culture that children are taught in preparation for life. • The h.c. teaches children discipline, order, cooperation, and conformity. • These are all characteristics required for success in the adult world of work. • Schools have rules and regulation to cover almost all activities. • How to dress, how to style your hair, which side of the hall to walk on, when to speak in class. (Do you think uniforms, and these rules are positive or negative for socializing kids?) • Students are either rewarded or punished for how they adhere to these rules. • All of these things are part of the process of socialization.

26. Hidden Curriculum • List as many examples of hidden curriculum that you experience here at SHS. • For each example answer the following question: • Is this designed to prepare you for an eventual job that requires obedience and following orders or a leadership position?

27. Peer Group Socialization • Read the section on p. 123-124 and take notes (silently.) • You have 7 minutes.

28. What do these two sesame street videos teach children? Take 2 notes on each video about what you see.

29. What does this music video teach us about acceptable behavior in dating?

30. What does Jersey Shore teach us about appropriate behavior? How do you see this impacting behavior at Sierra High School

31. What does this 1963 video teach women about gender roles? Are women still taught this type of lesson?

32. Commercial and documentary • Women’s roles

33. Personal Inventory • Who has the most influence in your life? • Your Parents? Your Peers? The Media? Another Agent of socialization? • For each situation or event listed below, indicate the most significant influence on your behavior. • Cite a personal example to illustrate your answer. • Choice of clothing • Religious beliefs • Choice of college and/or career • Decisions concerning alcohol or drugs • Decisions concerning dating • Attitudes about school and school work

34. DOL • Given an exit card, SWBAT write a 5-7 sentence descriptive paragraph for the following prompt: • In your opinion, what agent of socialization has had the most impact on your development? Give support for your reasoning.