Socialization

1. Socialization Ms. Krall

2. Good Morning! • Bell Ringer- With your index card. Create two review questions for Tomorrow’s quiz. • Agenda- review, take 20 statement test. • Objective- Students will review for test, define the term Socialization through a personal statement activity.

3. Activity… • Take the 20 statement quiz • Rate each one according to the four categories • A,B,C, D • Count the number of each type of response. Now compare the totals—which category got the most responses?

4. Results… • A-mode - physical characteristics found on your driver’s license: “I am a blonde”; “I am short”; I am a PA resident.” • B-mode - socially defined statuses usually associated with group membership of some sort: “I am a college student”; “I am a Catholic”; I am an African American.” • C-mode - styles of behavior or emotional states: “I am a happy person”; “I am a country music fan”; “I am a fashionable dresser.” • D-mode - general than individual: “I am part of the universe”; “I am a human being.” Count the number of each type of response. Now compare the totals—which category got the most responses?

5. Results… • B-mode-base their self-concept on group membership and institutional roles • C-mode- see themselves as more independent, and define themselves according to their individual actions and emotions rather than their connections to others. • A-mode responses may feel that they have a “skin deep” self-concept, based more on their appearance to others than on their internal qualities. • D-mode responses are harder to categorize, and may feel uncertain about the source of their sense of self

6. Definition of socialization • Interactive process through which individuals learn the basic skills, values, beliefs, and behavior patterns of their society. • Socialization is a complex, lifelong process. • We are all products of our social experience.

7. What is the purpose ofSocialization? • Understanding language and Culture (norms, values, beliefs, etc.) • Understanding of others • Understanding of ourselves as a social being or a “social self” • Emergence of the “social self”

8. Good Afternoon! • Bell Ringer: • What is the definition of Socialization? • What is one purpose of socialization? • With your neighbor share your statement quiz and compare your results. • Objective-Through notes and personality inventory students will define socialization and how the components of personality can shape behavior.

9. sum total of behaviors, attitudes, beliefs, and values that are characteristic of an individual. Birth Order Parental Characteristics Cultural environment Heredity One way we are shaped is through our personality.

10. Activity #1 • Birth order quiz • Does your birth order really shape your personality?

11. Good morning! • Bell Ringer: Define socialization as well as the purpose of socialization • Objective: through notes and surveys, students will begin to understand their own sense of “self”

12. Good morning! • Bell Ringer: Define personality. Identify the four components of personality. • Objective: through notes and surveys, students will begin to understand their own sense of “self”

13. Activity #2 • A. Walk about survey • Identify how the following shapes your personality. • B. Personal Identity Assessment • Parental influence • Model personality • Sub-culture • Birth Order

14. Nature vs. Nurture? Friday’s reading-How are feral and institutionalized children socialized? Is it nature or nurture that influences our personality?

15. Welcome Back! • Bell Ringer: What four theorists did we discuss concerning the social self? • Agenda: begin PQ, hand out Social Self assignment. • Objective: Students will be able to understand the components of Mead and Cooley’s “Looking glass self” by completing an interview project.

16. Definition of the Self • Self – the dimension of personality composed of an individual’s self-awareness and self-image. • The Self is inseparable from social experience

17. John Locke- “Tabula Rasa” Jean Piaget- Cognitive development Sigmund Freud- Internal development of the unconscious (id, ego, superego) Lawrence Kohlberg-moral development (pre-conventional, conventional, post- conventional) How do we develop a sense of self ?

19. More theories… • George Herbert Mead – the development of the “Social Self” • Argued that “the Social Self” developed out of social interactions with others • Social interaction involves seeing ourselves as others see us or taking the role of the other • Taking the role of the other involves a constant interplay between the “I” and the“Me”

20. The I and the Me • The “I”- the subjective element of the self; involves the direct experiences of the self; • The “Me”- the objective element of the self; involves how we look at others and see ourselves; • The “Mind”- taking the roles of others; the interplay between I and Me

21. Taking the Role of the Other • Significant other – when children take the perspective of those who are most important in their lives; performed through the use of language and symbols in imitation, modeling or simple role playing after parents • Generalized other – when children take the roles of several others at once; performed through the participation of children in complex games or sports activities; children learn the shared expectations of an entire social group or society as a reference point for evaluating themselves

22. Activity…Personality Quotient

23. Good Morning! • Bell Ringer: Define the “Looking glass self.” • Look over your P.Q. paper. Any surprises? • Objective: Students will be able to understand the components of Mead and Cooley’s “Looking glass self” by completing an interview project.

24. The Social Self…in Three pages. • To better understand how your socialized behavior is formed, you will interview family, friends, and teachers. • Focus on questions that describe your personality. • Hopefully you can come to a conclusion on how well others see you as how you see yourself. • Interview your parents/guardian and any siblings to describe how your family has shaped your personality. • How your peers and school have shaped you, interview 3 friends and 2 teachers.

25. Good morning…Bell Ringer… • With the sheet provided, complete the story…

26. Good Morning…Bell Ringer • In life one person can take on many roles. Within those roles are expected behaviors. When you came into school today, you took on the role of a student. What expectations are involved with being a student? If you are able to identify expectations, how did you come to know what those expected behaviors are?

27. Charles Horton Cooley • “The Looking Glass Self” – pertains to the self-image that we have based on how we suppose others perceive us; we imagine ourselves in the same way that others see us; others represent a “mirror” in which we can see ourselves.

28. Questions… • Is the socialization experience the same for everyone? • What can make it different? • How does gender play in socialization?

29. Gender…. • Your gender is what society expects and prescribes for you based on your biological sex. • We are all embedded in gender. • We have gender constructed experiences.

30. Activity… • Review your gender questionnaire with your group. Which four did you agree upon? • Agenda: Go over questionnaire, reading questions, read fairy tales. • Objective: Through class discussion and analysis of fairy tales, students will understand how gender plays in socialization.

31. Bell Ringer… • Make a list of gender stereotypes. • Which words would you identify as being male or female? • What was your reasoning? • Competitive • Athletic • Fierce • Bossy • Flirtatious • Kind • Talkative • Strong • Clumsy • Creative • Romantic • Dramatic • Needy • Aggressive

32. Good Morning! • Bell Ringer…On the sheet provided write any observations you had by reading your children’s book. • how have these stories helped children and contributed to their socialization? • Share with neighbor

33. Some Theories… • Freud’s psychoanalytic theory focuses on children’s observations about their genitals(e.g., castration anxiety, penis envy). It has not gained much empirical support. • Social learning theories are behavioralist theories that rely on reinforcement and modeling explanations of behavior—the environment makes people do things. • Cognitive developmental theories posit that “children learn gender (and gender stereotypes) through their mental efforts to organize their social world.” • Social constructionist perspective-three key “gender lenses” (hidden assumptions): gender polarization (men and women are different and these differences constitute a central organizing principle of social life), androcentrism(males are superior to females; male experience is the normative standard); and biological essentialism (the first two lens are due to biological differences between the sexes).

34. The most important insight from research on gender socialization is that because boys and girls are treated differently and put into different learning environments, they develop different needs, wants, desires, skills, and temperaments; in short they become different types of people—men and women—who hardly question why they are different or how they ended up that way.… [T]he basic underlying model is that of the self-fulfilling prophecy. Because people think boys and girls are supposed to be different, they treat them differently and give them different opportunities for development. This differential treatment promotes certain behaviors and that recreate the preconceived cultural stereotypes about gender. The process repeats itself over and over in an unending spiral across the generations, so that although gender stereotypes are being constantly re-created and modified, they seem natural and impervious to change. (Coltrane, p. 114)

35. Activity Two… • Look at the following pictures. • Could the items be used by either gender? What kind of gender socializing messages would a person coming in contact with these items get?

45. Good morning! • Bell Ringer… With your neighbor discuss your homework assignment. • How are males and females socialized differently in school? • How do males and females communicate with one another?

46. Activity three • watch the set of fairy tales… • Analyze how each story might help children and contribute to their socialization.

47. Good morning… • Bell Ringer… • Think of fairy tales that you learned as a child. • What did you learn from them? • How do you think fairy tales have influenced a child’s socialization?

48. Good morning… • Bell Ringer… • Grab a textbook, begin to answer questions on “Agents” of socialization.

49. Agents of Socialization-Bell Ringer

50. Objectives…Agenda • Complete Chart/questions on Agents of Socialization • Family tree project • By completing a chart and project, students will be able to identify the impact of specific “agents” that shape their behavior.