Models of Human Socialization Stages

1. Unit 2 B Socialization Development models Bain, C.M., & Colyer, J.S. (2001). The Human way. New York: Oxford University Press.

2. Socialization Stage Models Social scientists have attempted to break down the human process of absorbing our experiences to become complete selves, into stages • Psychosexual Theory – Freud (1856-1939) • Cognitive Development Theory – Piaget (1896-1980) • Social Experience Theory – Cooley (1864-1929) & Mead (1863-1931) • Psychosocial Development Theory – Erikson (1902-1994) • Moral Development Theory – Kohlberg (1966) • Gender-based Theory – Gillian (1992)

3. 1. Psychosexual Theory – Freud Conscious mind Mind id Unconscious Mind ego super ego • Assumption: All born with the instinctive impulse to seek pleasure and avoid pain – id • This instinct my come into conflict with the ego – Which tells us to obey the expectations of society and family. The id and ego battle it out! • Personality is the result of which wins, the id or ego, at various points in our lives

4. 1. Psychosexual Theory – FreudContinued Id vs Ego (Extremes) - Selfish - considerate - concerned for others - distant and cool in our personal relationships • A combination of id and ego results in a personality somewhat more moderate Criticisms: Less accepted today • Inborn, unconscious motivations are less accepted than external factors (no biological proof) – more focus on nurture, not nature • Freud said males were normal and females inferior

5. 1. Psychosexual Theory – FreudContinued

6. 1. Psychosexual Theory – FreudContinued Criticisms: Less accepted today • Inborn, unconscious motivations are less accepted than external factors (no biological proof) • Today we have a balanced focus on both nurture and nature • Freud said males were normal and females inferior

7. 2. Cognitive Development Theory - Piaget • Children go through chronological developmental stages of intelligence • Orderly and predictable • Self emerges as each step is mastered • Process of learning… limited by the development of the human brain

8. 2. Cognitive Development Theory - Piaget continued

9. 2. Cognitive Development Theory - Piaget continued Criticisms / problems / conclusions: • Not everyone progresses through the stages at same rate • 30% of 30 year olds not at formal operational

10. Social Experience Theory – Cooley and Mead • The self does not exist at birth • Self development is based on how we think others see us. (Nurture based) • “the looking glass” - the idea that we see ourselves as having the features we think others see in us

11. 3. Social Experience Theory – Cooley and Mead continued I – Self (subjective self) initiates social actions The Self Me – Self (objective self – plays the role of the other person) forms impressions about the I-self based on the responses of the other person • Example: If the I-self initiates a social action (asks a guy on a date) If the guy says yes, the me-self is molded positively. If the guy says no, the me-self is molded negatively • Therefore, children’s social experiences are vital to their development of the Me-self

12. 3. Social Experience Theory – Cooley and Mead continued Criticisms / problems / conclusions • Criticized for down-playing the biological element of the self (the nature side of the debate!)

13. 4. Psychosocial Development Theory – Erik Erikson • 8 chronological stages of development that describe a person’s entire life • At each stage individuals face a conflict between social demands and personal wants • Self emerges as we successfully or unsuccessfully resolve all 8 conflicts

14. Psychosocial Development Theory – Erik Erikson

15. 4. Psychosocial Development Theory – Erik Erikson. continued Criticism / problems / critiques • Model is too rigid – not everyone proceeds at same rate • Still highly popular (simple, complete, logical)

16. 5. Moral Development Theory – Lawrence Kohlberg • Ability to judge morality depends on stage of brain development (critical of Cooley and Mead, intrigued by Piaget) • We go from believing in black and white rules to questioning and understanding them as shade of grey

17. 5. Moral Development Theory – Lawrence Kohlberg. continued Postconventional stage Adults - beyond blind acceptance of society’s norms - Are rules ethically justified? Conventional stage • Teenagers • - acknowledge the needs of others (less selfish) • right and wrong need to • be consistent with society’s norms • – rules may vary according to circumstances Preconventional stage Young children -decide on an action solely on whether of not it is in their direct personal interest - rules are rules, not to be broken, never varied, or punished

18. 5. Moral Development Theory – Lawrence Kohlberg. continued Criticism / problems / conclusions: • Stages are too rigid, not everyone achieves them all. • Only boys were used as research subjects

19. 6. Gender-Based Theory – Carol Gilligan • Critiqued Lawrence Kohlberg – using boys only in his study • Gender based moral perspectives: Male morality – “Justice” perspective ( use rules and abstract principles when defining what is right and wrong) Female morality – “Care and responsibility” perspective (judge actions by how they affect personal relationships and loyalties • Boys will sacrifice relationships to preserve rules • Girls will bend rules to preserve relationships

20. 6. Gender-Based Theory – Carol Gilligan. continued Criticism / problems / conclusions: • Doesn’t say why the gender differences exist (nature or nurture?) • Used only a narrow range of ages • Many support her findings - valid