Socialization: Getting Inside

2. Socialization: Getting Inside • “SOCIETY MAKES US HUMAN” • “SOCIALIZATION: THE PROCESS BY WHICH PEOPLE LEARN THE CHARACTRISTICS OF THE GROUP-THE ATTITUDES, VALUES,AND ACTIONS THOUGHT APPROPRIATE FOR THEM” [HENSLIN p 68]

3. A) The Process of Socialization [Internalization]

4. 1. Why we need socialization • a. Incomplete • b. Safety and comfort • c. Working consensus • d. Social control • e. Fill social roles

5. 2. Socialization Types • a. Initial: childhood socialization • b. Resocialization (important new norms & values) • c. Adult socialization • d. Retro-socialization

6. 3. Where does it occur? • a. Nursery of Human Nature: Cooley's "The Primary Group” • b. “Springs of Life” [Henslin p 155] • c. Primary Group as Ideal Type • d. Characteristics of Primary Group: • 1. Physical • 2. Content

7. 1. Physical • a. Physical proximity • b. Smallness, numerical • c. Duration, temporal

8. 2. Content • a. Identity of ends • b. End in itself • c. Relationship is personal-- non-transferable • d. Relationship is inclusive or diffuse • e. Relationship is spontaneous

9. 4. Identity is: • a. Created • b. Sustained • c. Transformed in interaction with others

10. B. The Social Self: G.H. Mead

11. 1. Stages of Self Development: Mead and Caldwell • CALDWELL: • a. At Birth Stage • b. Babbling and Cooing Stage, 3-9 months

12. MEAD • a. Imitative Stage, 6-18 month range up to 3 years • b. Play Stage, 3-6 years • c. Game Stage, 6-7 years [Henslin p 69]

13. 2. The expanding world: Significant to Generalized Other

14. GENERALIZED OTHER SELF SIGNIGICANT OTHERS GENERA-IZED OTHER

15. 3. Mead and Mills

16. 4. Mead's Self: Process • a. The me: object • b. The I: subject • c. The self

17. 5. Reconsider: Cooley's "The Looking Glass Self" • a. Imagine:”We imagine how we appear to those around us” • b. Evaluate:”We interpret other’s reactions” • c. Pride and Mortification:”We develop a self-concept” [Henslin p 68]

18. 6. Socialization as social control

19. 7. Becker: Object of value "Object of Primary Value in a World of Meaningful Action"

20. C. Agents of Socialization (Culture transmitters) • 1. Family • 2. Peers • 3. Educational Institutions • 4. Occupational Settings

21. D. Family Agent: College Sorority

22. 1. Scott's goal: P. 515 • Control of marital choice by ascriptive groups • Adapted to conditions of mass higher education • Motives persist • Ancient institutions of Kinship and novel forms of industrial social organization

23. 2. Latent and Manifest function,p 523 • Encourage timely marriage • In conformity with norms of Endogamy or Hypergamy

24. Risks of exogamous or hypogamous love • Restricting heterosexual encounters • Conditions too complex as a “Latent function” ever to be made “Manifest”

25. 3. Manifest function,p 524 • Family affiliation and home • Sympathetic interest, wise supervision, disinterested advice • Corner stone of social structure the family

26. Cut loose, drift far from home moorings • Dorms destroy right ideals • Freedom comes from community living • Weaned from home and friends

27. 4. Latent function,P.524 • Love with wrong kind • Assure marriage to right kind • Arrange meaningful encounters with lots of right kind

28. Marriage not put off • Maintain norms of ascriptive groups • Critical point: Move from family of orientation to family of procreation

29. 5. Factors in Marital Choice by Ascriptive Groups, P.516

30. a. Kinship and Higher Education • 1. Conflict: Family and Higher Education

31. b. Endogamy • 1. Exogamy and Endogamy • 2. Hypergamy and Hypogamy • 3. Brahmin problem • 4. Educational brahmins • 5. Class specific vanity, footnote #19, P.520

32. c. Love: Love Story • [Inventing the Abbotts, Fools Rush In, Sabrina, or Titanic]

33. d. Heterogeneity of Public Education

34. e. A Timely Marriage

35. f. Summary