Socialization and Human Development

1. Society The Basics FOURTEENTH EDITION Chapter 3 Socialization: From Infancy to Old Age

2. Learning Objectives 3.1 Describe how social interaction is the foundation of personality. 3.2 Explain six major theories of socialization. 3.3 Analyze how the family, school, peer groups, and the mass media guide the socialization process. 3.4 Discuss how our society organizes human experience into distinctive stages of life. 3.5Characterize the operation of total institutions.

3. The Power of Society How conscious is our decision to spend time in front of the television?

4. Social Experience: The Key to Our HumanityLearning Objective 3.1: Describe how social interaction is the foundation of personality. • Socialization • Lifeline social experience by which individuals develop human potential and learn patterns of their culture • Personality • Person's fairly consistent patterns of thinking, feeling, and acting built through internalization

5. Human Development: Nature and Nurture (1 of 2) • Biological sciences: The role of nature • Elements of society have a naturalistic root. • Social sciences: The role of nurture • Most of who and what we are as a species is learned, or social in nature. • Behaviorism • Nature or nurture? • It is both, but from a sociological perspective, nurture matters more.

6. Human Development: Nature and Nurture (2 of 2) • Human infants display various reflexes—biologically based behavior patterns that enhance survival. • Sucking Reflex • Grasping Reflex • Motor Reflex

7. Social Isolation • Effect on nonhuman primates: Harlow's experiments • Six months of complete isolation caused irreversible emotional and behavioral damage. • Effect on children: Anna, Isabelle, and Genie • Isolation left children damaged. • Success after intensive treatment was related to mental functioning and age at rescue.

8. Developing Personalities • The personalities we develop depend largely on the environment in which we live. When a child’s world is shredded by violence, the damage (including losing the ability to trust) can be profound and lasting. • This drawing was made by a child living through the daily violence of the civil war in Syria. What are the likely effects of such experiences on a young person’s self-confidence and capacity to form trusting ties?

9. Understanding Socialization: TheoriesLearning Objective 3.2: Explain six major theories of socialization. • Sigmund Freud • Jean Piaget • Lawrence Kohlberg • Carol Gilligan • George Herbert Mead • Erik H. Erikson Let's take a brief look at the theories related to each of these researchers.

10. Sigmund Freud's Elements of Personality • Elements of Personality • Basic human needs: Eros and thanatos as opposing forces of basic needs • Developing personality • The id: Basic drives • The ego: Efforts to achieve balance • The superego: Culture within an individual

11. Evaluation of Freud • Freud's work presents humans in male terms and devalues women. • Freud's theories are also difficult to test scientifically. • Freud influenced everyone who later studied human personality, the internalization of social norms, and the importance of childhood experience.

12. Jean Piaget: Cognitive Development • Studied cognition • How people think and understand • Identified four stages of development • Sensorimotor stage • Preoperational stage • Concrete operational stage • Formal operational stage

13. Evaluation of Piaget • Differed from Freud and viewed the mind as active and creative. • Theorized the ability to engage the world is result of biological maturation and social experience. • Universality of Piagetian stages questioned.

14. Lawrence Kohlberg: Moral Development • Built on Piaget's work on moral reasoning • Ways in which individuals judge situations as right or wrong • Proposed developmental stages of moral development

15. Lawrence Kohlberg: Stages of Moral Development • Pre-conventional • Young children experience the world as pain or pleasure. • Conventional • Teens lose selfishness as they learn to define right and wrong in terms of what pleases parents and conforms to cultural norms. • Postconventional • Final stage, considers abstract ethical principles.

16. Evaluation of Kohlberg • Like Piaget, viewed moral development as stages • Many people do not reach the final stage. • Research limited to boys, generalized to the general population

17. Carol Gilligan: Gender and Moral Development • The two sexes use different standards of rightness. • Boys develop a justice perspective. • Formal rules define right and wrong. • Girls develop a care-and-responsibility perspective. • Personal relationships define reasoning.

18. Evaluation of Gilligan • Cultural conditioning accounted for the differences. • Male and female morals probably become more similar as more women enter the workplace. After reading about Gilligan’s theory, can you suggest what these two children might be arguing about?

19. George Herbert Mead: Social Self • Social behaviorism • Explains how social experience develops an individual's personality • Proposes the self is a product of social experience George Herbert Mead wrote, “No hard-and-fast line can be drawn between our own selves and the selves of others.” This statement helps to explain the immense importance of “significant others” in our lives. How does this father affect the self emerging in his son?

20. Mead: Development of Self • The key to developing the self is learning to take the role of the other. • Imitation • Play • Games

21. Building on Social Experience George Herbert Mead described the development of the self as a process of gaining social experience. That is, the self develops as we expand our capacity to take the role of the other.

22. Cooley: Looking-Glass Self • I and Me: The self has two parts • Active side of the self is “I.” • Objective side of the self is “me.” • Self-image based on how we think others see us

23. Evaluation of Mead • Mead found the root of both self and society in symbolic interaction. • Mead does not allow biological elements.

24. Eric H. Erickson: Stages 1–4 • Challenges occur throughout the life course. • Stage 1– Infancy: trust • Stage 2– Toddlerhood: autonomy • Stage 3– Preschool: Initiative • Stage 4– Preadolescence: Industriousness

25. Eric H. Erickson: Stages 5–8 • Stages • Stage 5– Adolescence: Identity • Stage 6– Young adulthood: Intimacy • Stage 7 – Middle adulthood: Making a difference • Stage 8 – Old age: Integrity

26. Evaluation of Erickson • Not everyone confronts the challenges in the same order. • It is unclear if failure to meet one challenge predicts failure in other stages. • Erickson's definition of successful life may not be universal.

27. Agents of SocializationLearning Objective 3.3: Analyze how the family, school, peer groups, and the mass media guide the socialization process. • Settings affecting the socialization process • The family • The school • The peer group • The mass media

28. Agents of Socialization: The Family • The family is the most important socializing agent. • Teaches children skills, values, and beliefs • Makes happy well-adjusted child through love

29. The Family: Race and Class • Through the family, parents give a social identity to children. • Racial identity, ethnicity • Social position • Religion, social class

30. National Map 3-1:Racially Mixed People across the United States

31. Agents of Socialization: The School • Through school, children are socialized in various ways. • Experience diversity • Are exposed to hidden curriculum • Begin gender socialization • Accumulate cultural capital What significance does graduating from college have in the process of becoming an adult?

32. Agents of Socialization: The Peer Group • Social group whose members have interests, social position, and age in common • Are often Influenced by anticipatory socialization • Allow escape from direct adult supervision • Help development of sense of self beyond family • Often govern short-term goals

33. Agents of Socialization: The Mass Media • Mass media are the means for delivering impersonal communications to a vast audience. • Televisions in the U.S. • Hours of viewing television • Adverse effects of extensive viewing

34. Agents of Socialization: Television and Politics • Liberal critics • Racial and ethnic minorities have been excluded or stereotyped throughout television history. • Conservative critics • Film industries are dominated by a liberal cultural elite that espouses political correctness.

35. Television and Violence (1 of 2) • Violence in mass media • About 2/3 of TV content contains violence; characters show no remorse and are not punished. • About 2/3 of parents say that they are “very concerned” that their children are exposed to too much media violence.

36. Television and Violence (2 of 2) • Rating systems and control • In 1997, the television industry adopted a rating system. • Televisions manufactured after 2000 have a “V-chip” (parental control).

37. Socialization and Life Course(1 of 2)Learning Objective 3.4: Discuss how our society organizes human experience into distinctive stages of life. • Each stage of life is linked to the biological process. • Societies organize the life course by age. • Stages present problems and transitions that involve learning. • Other factors shape lives: Race, class, ethnicity, and gender.

38. Socialization and Life Course(2 of 2) • Childhood (birth through 12) • Adolescence (the teenage years) • Adulthood • Early: 20–40 • Middle: 40–60 • Old age (mid-60s and older)

39. The Life Course: Patterns and Variations • Each stage of life is linked to aging, but the life course is largely a social construction (e.g., cohort). • Across the globe, stages of the life course present certain problems and transitions involving new learning.

40. Global Map 3-1: Child Labor in Global Perspective

41. Dying • Elisabeth Kübler-Ross • Death is orderly transition involving five distinct stages of dying • Denial-ignore the reality of death. • Anger-seen as a great injustice • Negotiation-avoid death by striking a deal with God • Resignation-depression • Acceptance-no longer paralyzed by the thought of death-find peace and acceptance.

42. Total Institutions • Erving Goffman-Total Institutions i.e., Prisons, Mental Hospitals • Have 3 characteristics: • Staff supervises all daily life activities. • Environment is standardized. • Formal rules and daily schedules are established. • Staff breaks down identity. • Goffman: “Abasements, degradations, humiliations, and profanations of self” • Staff rebuilds personality using rewards and punishments.

43. Are We Free within Society? • Society shapes how we think, feel and act. • If this is so, then in what sense are we free? • “Never doubt that a small group of thoughtful, committed citizens can change The world, indeed, it is the only thing that ever has.” • Margaret Mead