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Socialization

Socialization. Chapter 3. Chapter Overview. Quiz What is “Socialization”? Nature v. Nurture Socialization into Gender Agents of Socialization Resocialization Socialization through Life Are We Prisoners of Socialization? Review. I. Introductory “Quiz”.

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Socialization

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  1. Socialization Chapter 3

  2. Chapter Overview • Quiz • What is “Socialization”? • Nature v. Nurture • Socialization into Gender • Agents of Socialization • Resocialization • Socialization through Life • Are We Prisoners of Socialization? • Review

  3. I. Introductory “Quiz”

  4. 1. Intelligence is dependent upon human interaction. True

  5. 2. A child can die from lack of human interaction. True

  6. 3. When a child plays team sports, the individual is learning to take the role of others. True

  7. 4. The average child could learn to do algebra at age 8 if schools introduced it earlier and used better teaching techniques. False

  8. 6. Emotions such as happiness, remorse, fear, compassion, and shame are all universally felt and expressed. False

  9. 7. Television is the strongest force that causes people to act, feel, and believe the way they do. False

  10. 8. A main teaching among all social classes of parents is obedience and staying out of trouble. False

  11. 9. Day care does not improve the relationship between parents and children. True

  12. 10. Socialization is complete at about the age of 25. False

  13. II. What is “Socialization”? Definition: The lifelong process of developing one’s group’s characteristics (i.e., attitudes, values, and actions).

  14. VI. Agents of Socialization • The family • The neighborhood (location) • Religion • Day Care • Sports/Extracurricular • The workplace • The school and peer groups • Media—TV, Music, Twitter etc

  15. IV. Theories of Socialization • Cooley and the Looking-Glass Self • Mead and Role-Taking • Piaget and the Development of Reasoning Abilities • Freud and the Development of Personality

  16. IV. Theories of Socialization • Cooley and the Looking-Glass Self • Mead and Role-Taking • Piaget and the Development of Reasoning Abilities • Freud and the Development of Personality

  17. The Looking-Glass Self Others’ Reactions Your Interpretations of Others’ Reactions Your Behavior Your Self- Concept Other Influences

  18. IV. Theories of Socialization • Cooley and the Looking-Glass Self • Mead and Role-Taking • Piaget and the Development of Reasoning Abilities • Freud and the Development of Personality

  19. George Mead and Role-Taking • Stages • Imitation 1-3 years old • Play 3-6 years old-Pretend to take roles • Game 7+ Take roles of others • The “I”(unlearned) v. the “Me”(socialized) • Significant and generalized others

  20. IV. Theories of Socialization • Cooley and the Looking-Glass Self • Mead and Role-Taking • Piaget and the Development of Reasoning Abilities • Freud and the Development of Personality

  21. IV. Theories of Socialization • Cooley and the Looking-Glass Self • Mead and Role-Taking • Piaget and the Development of Reasoning Abilities • Freud and the Development of Personality

  22. Psychodynamic Perspectives • Freud’s Psychoanalytic Theory • 3 Levels of Awareness • conscious: current awareness • preconscious: accessible memories • unconscious: material you can’t recall Repression—most important concept in psychoanalysis • Personality Structure Divided Into 3 Parts • id: Unconscious Biological drives pleasure principle • ego: decision making component • superego: moral guide SUPER EGO EGO ID

  23. A RECOGNIZED SOCIAL POSITION THAT AN INDIVIDUAL OCCUPIES • EVERY STATUS INVOLVES PARTICULAR DUTIES, RIGHTS AND EXPECTATIONS • STATUSES CONNECT US TO OTHERS • IN SHORT, A STATUS DEFINES WHO AND WHAT WE ARE IN RELATION TO OTHERS CAN BE THOUGHT OF AS A LABEL

  24. STATUS SET ALL THE STATUSES A PERSON HOLDS AT A GIVEN TIME • JOINING AN ORGANIZATION OR QUITTING AN ORGANIZATION ADDS OR DELETES TO OUR STATUS SET • EXAMPLES: • MOTHER • BUSINESS WOMEN • SISTER • DAUGHTER • WIFE STATUS/ROLE ACTIVITY

  25. HOW STATUSES ARE OBTAINED HEY! I WORKED HARD TO ACHIEVE THIS STATUS IN LIFE! • TYPE OF STATUS • ASCRIBED: INVOLUNTARY POSITIONS RECEIVED AT BIRTH OR ASSUMED INVOLUNTARILY LATER IN LIFE • GENDER AND EVEN RELIGION • ACHIEVED: VOLUNTARY POSITIONS THAT REFLECT PERSONAL ABILITY AND EFFORT • DROP OUT, UNEMPLOYMENT, DOCTOR • OFTEN THE TWO TYPES WORK TOGETHER. WHAT WE ARE ASCRIBED OFTEN HELPS US ACHIEVE OTHER STATUSES • EXAMPLE: HOW MIGHT A HIGH (OR LOW) ECONOMIC STATUS HELP PEOPLE “ACHIEVE” OTHER STATUSES AS THEY GO THROUGH LIFE? • DOCTOR, KENNEDY, PRESIDENT I HAD AN ADVANTAGE!

  26. THE STATUS THAT SEEMS TO DEFINE A PERSON ALSO, A PERSON’S “MASTER STATUS” CAN EITHER WORK IN FAVOR OR AGAINST A PERSON. • NEGATIVES • AIDS • CRIMINAL • POSITIVES KENNEDY • DOCTOR

  27. DINNER FOR ONE! MY BEST FRIEND!

  28. ...THE BEHAVIOR EXPECTED OF SOMEONE WHO FILLSA PARTICULAR STATUS A PERSON’S ROLE IN ANY STATUS IS A SET OF EXPECTATIONS FOR BEHAVIOR • ROLE SET • A NUMBER OF ROLES ATTACHED TO A SINGLE STATUS • DISCIPLINARIAN • SPORTS AUTHORITY • DIETITIAN • BUSINESSWOMAN • CAREGIVER • DR. MOM • KITCHEN QUEEN • PRETTY MOM ROBERT MERTON

  29. ROLES DEMAND A PERSON’S TIME AND ENERGY • ROLE CONFLICT • INCOMPATIBILITY AMONG ROLES WITH TWO OR MORE STATUSES • EXAMPLE: CONFLICT BETWEEN ROLE EXPECTATIONS OF A POLICE OFFICER WHO CATCHES HER OWN SON USING DRUGS AT HOME • ROLE STRAIN • INCOMPATIBILITY AMONG ROLES CORRESPONDING TO A SINGLE STATUS • EXAMPLE: MANAGER WHO TRIES TO BALANCE CONCERN FOR WORKERS WITH TASK REQUIREMENTS COMPARTMENTALIZING

  30. Parenting Styles • Authoritative: affectionate & loving, sets limits, engage in verbal give & take • Authoritarian: demand unquestioning obedience, uses less affection • Permissive: makes few demands, allows children to make own decisions, uses inconsistent discipline Gender Role Development: Social Learning Theory

  31. V. Socialization into Gender

  32. VII Resocialization • Definition • Examples • Total Institutions

  33. VIII. Socialization Through Life • Life course = stages of life from birth to death • Stages affect your behavior and orientations (ex:) • Historical context, sex, race-ethnicity, social class, etc. effect your life course. • ex: childhood • ex.: adolescence • ex: young adulthood • ex: the middle years • ex: the older years

  34. IX. Are We Prisoners of Socialization?

  35. X. Review Socialization = learning norms and values Charles Cooley: The looking-glass self How we think others perceive us is more important than reality

  36. George Herbert Mead 1. Each person has two sides • I = the spontaneous subjective person • Me = the objective person • Significant others: important role in the development of the “me” (e.g., parents) • Generalized others: the larger community or society

  37. Jean Piaget • Sensorymotor stage • Preoperational stage • Concrete operational stage • Formal operational stage

  38. Sigmund Freud • Id: basic drives (e.g., sex, food) • Superego: society’s expectations; censors the id • Ego: individuality among us; mediates between the id and superego

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