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Socialization

Socialization. Chapter 4.1. What is Socialization?. The Cultural process of learning to participate in group life. How can one’s learning be hindered – altered? Deprivation of social contact with others. Looking-Glass Self.

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Socialization

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  1. Socialization Chapter 4.1

  2. What is Socialization? • The Cultural process of learning to participate in group life. • How can one’s learning be hindered – altered? • Deprivation of social contact with others

  3. Looking-Glass Self • Charles Cooley: A self-concept based on our idea of how others perceive us • We use other people as our mirrors • Three stage unconscious process: 1. We imagine how we must appear to others. 2. We imagine the judgment of that appearance. 3. We develop our self through the judgments of others.

  4. Types of SocializationDesocialization, Resocialization, Anticipatory Socialization • DS: Process by which people give up old norms, values, behaviors • Destruction of “old-self” • Individuality destroyed • Occurs in “total institutions” (prisons, armed forces) • How may desocialization happen? • Replace personal possessions with “standard issued.” Promotes “sameness.” • Use of serial numbers for identification • Loss of privacy

  5. Resocialization • The process in which people adopt new norms, values, and behaviors • Reengineering of values, beliefs, norms • Pre-existing social roles are totally changed or substituted by new roles • “Process of tearing down and rebuilding an individual’s role and socially constructed self-concept.” (Goffman) • RS also occurs when adjusting back to “old-self” • DS and RS occur as a child becomes a teenager, moves from middle to high school, becomes a college student

  6. Anticipatory Socialization • The process of preparing (in advance) for new norms, values, and behaviors • VOLUNTARY change • Usually occurs when people prepare for a move from one stage in life to the next • Middle school to high school • High school to college • College to first career

  7. A Class Divided and Stanford Prison Experiment Stanford Prison Experiment http://www.youtube.com/watch?v=L_LKzEqlPto Stanford Prison Experiment and Mrs. Elliot’s Classroom https://www.youtube.com/watch?v=jo4JfbEZACU The De-socialization and Re-socialization of the Individual • Objective: To articulate understanding of the de-socialization and re-socialization of individuals due to societal and group pressure. • Task: Respond to the questions below: • Style:APA format: Title page and abstract required • 1. Define and discuss the processes of de-socialization and re-socialization in regard to both the guards and prisoners in the documentary, as well as Mrs. Elliot’s classroom. 2. Describe the dehumanization process that encouraged the “guards” to become more cruel and ruthless in their position of power against the “prisoners.” Describe the dehumanization process that encouraged the “brown” or “blue” eyed children to become more cruel and ruthless in their position of power against the other students. 3. CONCLUDE: What societal lessons do you believe were learned from each experiment? • NOTE: You must cite a minimum of two examples for support.

  8. Isolation • World War II infants raised in institution • 37% dead within year • Humans can’t develop attitudes, beliefs, values and behaviors • Harlow and his monkeys • Infant monkeys separated from mothers • Exposed to artificial mothers • One body exposed with wires, the other soft • Monkeys chose soft warm mother

  9. Socialization and the Self • George Mead and Charles Cooley: human nature is a product of society • "I am not what I think I am and I am not what you think I am; I am what I think that you think I am.” Charles Cooley • Symbolic Interactionism and socialization • Child learns that the symbol of his/her crying will elicit a response from his/her parents. • Crying for attention vs. crying for food

  10. Self-Concept • The image you have of yourself - separate from other people

  11. Distortion of One’s Self • Looking glass comes from our imagination • Mirror may be inaccurate • Others may see us differently

  12. Agents of Socialization4.3 • Family • Basic value system • School • Introduction to group life beyond family • Hidden Curriculum: informal aspect or purpose of culture that are taught in school • Discipline, order, cooperation, conformity • Mass media • Provide role models for assimilation into society • Introduce children to aspects of culture • Negative aspects of Mass Media • Violence on TV vs. real-life violence (Jerry Springer fights) • Watching aggressive behavior significantly increases aggression (Hepburn, 1993; Strasburger, 1995; Dudley, 1999)

  13. Peer Group • Importance of Peer Group in socialization process • Develop relationship to equals • Not controlled by adults or subordinate to adults • Norms conflict with adult world • Experience competition, cooperation, self-direction (expression) • P.G. growing in importance • Due to a rapidly changing society and family makeup • Time spent with peers outnumber family

  14. 5.4Industrial and Postindustrial Societies • Industrial Society characteristics: • Movement from agrarian (farming) society to society dependent on machinery and technology • Increase of food allows migration from rural to urban • Urbanization: basic feature of I.S. • I.S. effects taken for granted in U.S. • Industrialized for long time • Effects of I.S. easier to observe in developing societies • Malaysia and Vietnam experiencing movement from agrarian to mechanized society

  15. Family in Industrial Society • Role of family changes • Economic activity moves from home to factory • Home schooling (farming) moves to formal school • I.S. requires educated labor force • Blood relationships decline (importance) • Families are separated physically • Urbanization and necessity of taking jobs far away • Personal choice replaced arranged marriages • Women less subordinate (join workforce) • Meritocracy develops

  16. Postindustrial Society • Economic emphasis moves from production of goods to providing services and information • Five major features of a P.I.S. • Majority of labor employed in services NOT farming or manufacturing • White-collar jobs outnumber Blue-collar jobs • Technological knowledge is vital • Technological change is planned and assessed • Ex. Invention of automobile • Reliance on computers allows management of complex organizations

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