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1 Socialization Socialization Socialization Socialization : the social interaction : the social interaction process through which individuals acquire process through which individuals acquire personality and learn the way of life of personality and learn the way of life of their society. their society. Socialization=link between the individual and Socialization=link between the individual and society – neither can survive without it. society – neither can survive without it. Primary socialization Primary socialization : the initial : the initial socialization, lasting roughly 6 years, in socialization, lasting roughly 6 years, in which the infant acquires a personality. which the infant acquires a personality. **most important phase** **most important phase** Secondary socialization Secondary socialization : all additional : all additional socialization after primary socialization, socialization after primary socialization, lasting the rest of one’s life. lasting the rest of one’s life.

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Page 1: 1 Socialization Socialization: the social interaction process through which individuals acquire personality and learn the way of life of their society

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SocializationSocialization SocializationSocialization: the social interaction process : the social interaction process

through which individuals acquire personality through which individuals acquire personality and learn the way of life of their society.and learn the way of life of their society. Socialization=link between the individual and Socialization=link between the individual and

society – neither can survive without it.society – neither can survive without it. Primary socializationPrimary socialization: the initial : the initial

socialization, lasting roughly 6 years, in socialization, lasting roughly 6 years, in which the infant acquires a personality. which the infant acquires a personality. **most important phase****most important phase**

Secondary socializationSecondary socialization: all additional : all additional socialization after primary socialization, socialization after primary socialization, lasting the rest of one’s life.lasting the rest of one’s life.

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PersonalityPersonality Personality: Personality: an individual’s typical an individual’s typical

patterns of thought, feeling and action.patterns of thought, feeling and action. Emerges via primary socialization.Emerges via primary socialization.

3 components of personality:3 components of personality: 1. 1. CognitiveCognitive: thoughts, beliefs, memories, : thoughts, beliefs, memories,

etc.etc. 2. 2. Emotional or AffectiveEmotional or Affective: feelings like love, : feelings like love,

pride, guilt, anger,etc.pride, guilt, anger,etc. 3. 3. BehavioralBehavioral: patterns of physical behavior, : patterns of physical behavior,

skills, etc.skills, etc. The norms and value of a culture The norms and value of a culture

influence the socialization process as well influence the socialization process as well as the personality traits we exhibit.as the personality traits we exhibit.

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Nature versus NurtureNature versus Nurture

We are the products of the interaction We are the products of the interaction between heredity and learning.between heredity and learning.

Genetic factors provide the basic Genetic factors provide the basic potentials of an individual. Social potentials of an individual. Social experience may develop or discourage experience may develop or discourage these potentials.these potentials. Similar to seeds and soil. Both need each Similar to seeds and soil. Both need each

other, and the same seed grows differently other, and the same seed grows differently in different soils.in different soils.

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Effects of Childhood Effects of Childhood SocializationSocialization

Children raised in childhood isolation.Children raised in childhood isolation. The case of Anna (1932-1938): 5 years in near The case of Anna (1932-1938): 5 years in near

total isolation. Raised in a storage room in a total isolation. Raised in a storage room in a Pennsylvania farm house by an unstable mother Pennsylvania farm house by an unstable mother from a strict family where illegitimate children from a strict family where illegitimate children were taboo.were taboo.

When rescued by a social worker, she was a When rescued by a social worker, she was a zombie – unresponsive to the social world. Re-zombie – unresponsive to the social world. Re-socialization helped her a little – she learned to socialization helped her a little – she learned to smile - but she was permanently stunted in smile - but she was permanently stunted in virtually every way: cognitive, affective and virtually every way: cognitive, affective and behavioral.behavioral.

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ConclusionConclusion Children raised in near total isolation suffer Children raised in near total isolation suffer

along all three dimensions of personality.along all three dimensions of personality. Long term isolation – the duration of the Long term isolation – the duration of the

primary socialization period - seems to primary socialization period - seems to produce permanent or irreversible delay.produce permanent or irreversible delay.

Short term isolation – perhaps a few Short term isolation – perhaps a few years during primary socialization – years during primary socialization – produces initial delay, but these effects produces initial delay, but these effects may be reversible with effective re-may be reversible with effective re-socialization.socialization.

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Children Raised in Total Children Raised in Total InstitutionsInstitutions

Total InstitutionTotal Institution: residence where inmates : residence where inmates are cut off from society, under the control of a are cut off from society, under the control of a hierarchy of official.hierarchy of official. Examples: prison, boarding school, asylum, boot Examples: prison, boarding school, asylum, boot

camp.camp. Many orphanages in the 50s were total Many orphanages in the 50s were total

institutions. institutions. Studies revealed som children didn’t have chance to Studies revealed som children didn’t have chance to

est. close emotional ties with others. est. close emotional ties with others. The result was slight physical, social, and The result was slight physical, social, and

emotional stunting for some, particularly in emotional stunting for some, particularly in emotional empathy skills. They were a bit more emotional empathy skills. They were a bit more emotionally aloof or “cold” than other children.emotionally aloof or “cold” than other children.

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Monkeys raised in total Monkeys raised in total isolationisolation

Harry Harlow’s rhesus monkey experiments Harry Harlow’s rhesus monkey experiments revealed that in monkeys, social behavior is revealed that in monkeys, social behavior is largely learned, not inherited.largely learned, not inherited. Isolated monkeys didn’t know how to mate.Isolated monkeys didn’t know how to mate. Female mothers who are artificially impregnated Female mothers who are artificially impregnated

treat their offspring in an unloving and abusive treat their offspring in an unloving and abusive manner, or simply ignore them.manner, or simply ignore them. This suggests there may not be a “maternal instinct.”This suggests there may not be a “maternal instinct.”

Infant monkeys, if given a choice, prefer a Infant monkeys, if given a choice, prefer a “cuddly” cloth doll with no feeder bottle to a wire “cuddly” cloth doll with no feeder bottle to a wire doll that has a feeder bottle attached, suggesting doll that has a feeder bottle attached, suggesting an instinct for emotional/physical contact.an instinct for emotional/physical contact.

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The Harlow Research - The Harlow Research - ConclusionsConclusions

1. Isolated monkeys become asocial.1. Isolated monkeys become asocial. 2. Infant monkeys seem to derive 2. Infant monkeys seem to derive

emotional benefits with physical emotional benefits with physical contact/hugs.contact/hugs.

3. Social contact – not necessarily with 3. Social contact – not necessarily with the mother – is the key.the mother – is the key.

4. Short periods of isolation (3 months or 4. Short periods of isolation (3 months or less) produce damages which can be less) produce damages which can be reversed, but long term isolation reversed, but long term isolation produces irreversible damage to the produces irreversible damage to the monkeys.monkeys.

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Implications for HumansImplications for Humans

Humans, lacking the complex Humans, lacking the complex instincts that guide behavior in most instincts that guide behavior in most other species, can become fully other species, can become fully human only by learning in social human only by learning in social interaction with other people.interaction with other people.

Intimate contact appears to be a Intimate contact appears to be a critical need, especially during critical need, especially during primary socialization.primary socialization.

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The Emergence of the The Emergence of the SelfSelf

The selfThe self : an individual’s conscious experience : an individual’s conscious experience of a distinct personal identity separate from all of a distinct personal identity separate from all other people and things.other people and things.

Humans are capable of thinking about Humans are capable of thinking about themselves as “objects” to be reflected upon. themselves as “objects” to be reflected upon. In other words, humans are self-aware.In other words, humans are self-aware. At birth we have no self, or self-awareness. It’s At birth we have no self, or self-awareness. It’s

learned and emerges during primary learned and emerges during primary socialization.socialization.

The self is a social product-created and The self is a social product-created and modified via social interaction.modified via social interaction.

Research such as the “Who am I” test suggests Research such as the “Who am I” test suggests that the social statuses we acquire influence that the social statuses we acquire influence how we perceive and feel about ourselves.how we perceive and feel about ourselves.

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Theories About the SelfTheories About the Self

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Sigmund Freud (1856-Sigmund Freud (1856-1939)1939)

Conventional view of self and Conventional view of self and personality=they are products of personality=they are products of heredity.heredity.

Freud believed that, while biological Freud believed that, while biological forces were paramount, cultural forces forces were paramount, cultural forces did play a (small) role.did play a (small) role.

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Freud – Elements of Freud – Elements of PersonalityPersonality

Freud argued there are 3 components of Freud argued there are 3 components of personality:personality: 1. 1. The idThe id. Rooted in biology, it represents the . Rooted in biology, it represents the

person’s basic needs or drives. It exists at birth. person’s basic needs or drives. It exists at birth. It reflects the needs of the individual.It reflects the needs of the individual.

2. 2. The egoThe ego. The person’s conscious attempt to . The person’s conscious attempt to balance balance the id-drives with the demands of society. the id-drives with the demands of society. The ego develops out of the awareness that society The ego develops out of the awareness that society exists apart from the id. A healthy ego successfully exists apart from the id. A healthy ego successfully manages the opposing forces of the id versus the manages the opposing forces of the id versus the superego.superego. It reflects the balance between ego and superegoIt reflects the balance between ego and superego

3. 3. The superegoThe superego. Developed during socialization. . Developed during socialization. The superego reflects the presence of society’s The superego reflects the presence of society’s mores, internalized into the self as our conscience. mores, internalized into the self as our conscience. It reflects the needs of society.It reflects the needs of society.

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Charles Cooley: The Looking-Charles Cooley: The Looking-Glass SelfGlass Self

Basic insight: we develop a self-image based Basic insight: we develop a self-image based on how we think others perceive us.on how we think others perceive us.

Three steps in the formation of self-concept:Three steps in the formation of self-concept: 1. We observe how others react to us. 1. We observe how others react to us.

We want to know whether we are loved, attractive, We want to know whether we are loved, attractive, etc.etc.

2. We interpret other’s reactions.2. We interpret other’s reactions. We note whether others’ reactions are consistent We note whether others’ reactions are consistent

with what we imagine ourselves to be.with what we imagine ourselves to be. 3. We develop a self-concept based on that 3. We develop a self-concept based on that

interpretation.interpretation. Based on how we perceive others’ reactions, we form Based on how we perceive others’ reactions, we form

a self-opinion. We may like ourselves, or we may hate a self-opinion. We may like ourselves, or we may hate ourselves.ourselves.

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George Herbert Mead George Herbert Mead (1863-1931)(1863-1931)

Mead distinguished between the “I” and Mead distinguished between the “I” and the “me” components of the self. the “me” components of the self. The me component refers to the self as The me component refers to the self as objectobject

- or the self as seen by society (or at least how - or the self as seen by society (or at least how the individual the individual thinksthinks they are seen). This is they are seen). This is similar to Cooley’s Looking-Glass self. similar to Cooley’s Looking-Glass self.

The I component refers to the self as The I component refers to the self as subjectsubject. . The I is the The I is the responseresponse of the organism to how it of the organism to how it is viewed by society. is viewed by society.

To Mead, the self is dynamic. It is To Mead, the self is dynamic. It is constantly interpreting and acting in constantly interpreting and acting in context of society.context of society.

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George Herbert Mead, George Herbert Mead, continuedcontinued

Mead developed the theoretical paradigm Mead developed the theoretical paradigm of symbolic interactionism. of symbolic interactionism. Social interaction occurs between individuals Social interaction occurs between individuals

via symbols (gestures, signs, language, etc). via symbols (gestures, signs, language, etc). Language is a crucial symbolic system. To Language is a crucial symbolic system. To

Mead, without language there cannot be a Mead, without language there cannot be a mind. The mind is essentially a “symbol mind. The mind is essentially a “symbol processor.”processor.” All symbols – including language - are All symbols – including language - are

socially constructed.socially constructed. Therefore, the mind itself is a social Therefore, the mind itself is a social

product.product.

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Mead’s Theory of Role-Mead’s Theory of Role-TakingTaking Mead argued that socialization occurs through Mead argued that socialization occurs through

the process of role-taking. the process of role-taking. Role-taking occurs over 4 stages:Role-taking occurs over 4 stages:

1. 1. ImitationImitation. The infant simply mimics the particular . The infant simply mimics the particular others around it. This lasts about 2 years.others around it. This lasts about 2 years.

2. 2. PlayPlay. Age 2-6. The child pretends to take the roles . Age 2-6. The child pretends to take the roles of specific others by playing doctor, or playing of specific others by playing doctor, or playing mommy. mommy.

3. 3. GamesGames. By roughly 6 years old, the child is capable . By roughly 6 years old, the child is capable of taking the roles of many others of taking the roles of many others in one situationin one situation, , such as grasping how a baseball infield will react to a such as grasping how a baseball infield will react to a fly ball. Here there are multiple roles, but there is only fly ball. Here there are multiple roles, but there is only one social situation.one social situation.

4. 4. Generalized OtherGeneralized Other. Soon after, the young boy or . Soon after, the young boy or girl becomes capable of grasping the nature of how girl becomes capable of grasping the nature of how roles operate roles operate across different social situationsacross different social situations. They . They can generalize about what society expects of people can generalize about what society expects of people across different social situations.across different social situations.

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Learning to Think – Jean Learning to Think – Jean PiagetPiaget

Piaget (1896-1980) was interested in Piaget (1896-1980) was interested in mental development and is one of the mental development and is one of the influences behind the discipline of influences behind the discipline of cognitive psychology. cognitive psychology. He emphasized that social life is He emphasized that social life is

needed for the individual to become needed for the individual to become conscious of their own mind.conscious of their own mind.

Cognitive development occurs across Cognitive development occurs across a series of stages.a series of stages.

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Four Stages of Cognitive Four Stages of Cognitive DevelopmentDevelopment

1. Sensorimotor stage. (0-2 years). The 1. Sensorimotor stage. (0-2 years). The infant experiences the world only via infant experiences the world only via sensory contact.sensory contact. Reliance upon physical/sensory contact with Reliance upon physical/sensory contact with

the environment.the environment. World is seen as a shifting chaos in which World is seen as a shifting chaos in which

objects have no permanence. Out of sight is objects have no permanence. Out of sight is out of mind.out of mind.

Rooted in the here and now.Rooted in the here and now. Infant is egocentric, incapable of much Infant is egocentric, incapable of much

empathy.empathy.

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Four Stages of Cognitive Four Stages of Cognitive DevelopmentDevelopment

2. Pre-operational stage. (Roughly 2 – 7 2. Pre-operational stage. (Roughly 2 – 7 years old). years old). Child acquires language.Child acquires language. Child acquires object permanence.Child acquires object permanence. Awareness of the results of one’s actions.Awareness of the results of one’s actions. Inability to do simple mental operations. Inability to do simple mental operations.

Example: the larger object “must be” Example: the larger object “must be” heavier to the child.heavier to the child.

Still egocentric. Still has difficulty taking Still egocentric. Still has difficulty taking the views of others.the views of others.

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Four Stages of Cognitive Four Stages of Cognitive DevelopmentDevelopment

3. Concrete operational stage. (Roughly 3. Concrete operational stage. (Roughly 7-12 years). 7-12 years). Child can reason about concrete situations, Child can reason about concrete situations,

but has trouble with abstract ideas.but has trouble with abstract ideas. First use of logic to understand events, such First use of logic to understand events, such

as grasping cause-effect relationships.as grasping cause-effect relationships. Able to simultaneously juggle multiple roles. Able to simultaneously juggle multiple roles. No longer egocentric. Child is able to take No longer egocentric. Child is able to take

others’ views into account. They are now others’ views into account. They are now empathetic and show real concern for the empathetic and show real concern for the plight of others.plight of others.

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Four Stages of Cognitive Four Stages of Cognitive DevelopmentDevelopment

4. 4. Formal operational stage.Formal operational stage. (Roughly 12+ (Roughly 12+ years old). years old). The individual is able to think abstractly and The individual is able to think abstractly and

critically and can learn highly abstract theories critically and can learn highly abstract theories and concepts.and concepts. The individual is no longer tied to the concrete The individual is no longer tied to the concrete

environment.environment. While the stage process is universal, not While the stage process is universal, not

everyone reaches the formal operational stage.everyone reaches the formal operational stage. This stage is more common in developed societies and This stage is more common in developed societies and

appears to be affected by exposure to high-level appears to be affected by exposure to high-level education.education.

Industrial societies encourage formal operational Industrial societies encourage formal operational thinking for many members, but agrarian societies thinking for many members, but agrarian societies only encourage it among elites.only encourage it among elites.

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Learning to FeelLearning to Feel Socialization includes learning how to develop emotional Socialization includes learning how to develop emotional

capacities.capacities. Social scientists know relatively little about emotions, largely Social scientists know relatively little about emotions, largely

because they are so difficult to operationalize.because they are so difficult to operationalize. Basic findings:Basic findings:

1. 1. The process of learning emotions is the same in all The process of learning emotions is the same in all humans.humans. Feelings develop in an orderly sequence – as Feelings develop in an orderly sequence – as building blocks beginning with simple emotions like building blocks beginning with simple emotions like pleasure and pain and progressing toward complex pleasure and pain and progressing toward complex emotions like joy and angst.emotions like joy and angst.

2. 2. The expression of emotions differs across societies, The expression of emotions differs across societies, and even by genderand even by gender. Social factors influence what, when, . Social factors influence what, when, and how emotions are expressed (as well as how we learn and how emotions are expressed (as well as how we learn to interpret emotions).to interpret emotions).

In our patriarchal society men learn to hide their In our patriarchal society men learn to hide their expression of grief, but not anger; while women learn to expression of grief, but not anger; while women learn to hide their expression of anger, but not grief.hide their expression of anger, but not grief.

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Lawrence Kohlberg: Moral Lawrence Kohlberg: Moral Development Occurs Across 3 Development Occurs Across 3 stages:stages: 1. 1. Pre-conventional stagePre-conventional stage. (Young children).. (Young children).

What is right is that which is pleasurable to me; What is right is that which is pleasurable to me; what is wrong is that which is painful to me. Note what is wrong is that which is painful to me. Note the egocentrism.the egocentrism.

2. 2. Conventional stageConventional stage. (Many teens and . (Many teens and adults). adults). What is right is what What is right is what society society says is right. Note the says is right. Note the

absence of egocentrism. Many people (especially absence of egocentrism. Many people (especially conformists) remain in this stage.conformists) remain in this stage.

3. 3. Post-conventional stagePost-conventional stage (Some teens and (Some teens and adults). adults). What is right is that which is consistent with ethical What is right is that which is consistent with ethical

principles, regardless of what society says. Many principles, regardless of what society says. Many never reach this level, but certainly independent never reach this level, but certainly independent thinkers like Rosa Parks and Martin Luther King did.thinkers like Rosa Parks and Martin Luther King did.

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Carol Gilligan: The Gender Carol Gilligan: The Gender FactorFactor

Moral development is influenced by Moral development is influenced by gender socialization.gender socialization. Boys tend to be taught a Boys tend to be taught a justice justice

perspectiveperspective. They are taught to rely upon . They are taught to rely upon formal rules. Therefore something is wrong if formal rules. Therefore something is wrong if it is illegal.it is illegal.

Girls tend to be taught a Girls tend to be taught a care and care and responsibility perspectiveresponsibility perspective. They are . They are taught to judge a situation by how it relates to taught to judge a situation by how it relates to personal relationships. An illegal act may not personal relationships. An illegal act may not be wrong if the act was intentioned to help be wrong if the act was intentioned to help people.people.

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Agents of SocializationAgents of Socialization

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1. The Family1. The Family The most significant agent of socialization.The most significant agent of socialization. A primary group, and therefore very A primary group, and therefore very

powerful.powerful. Responsible for primary socialization.Responsible for primary socialization. Much family socialization is unconscious Much family socialization is unconscious

and unintentional.and unintentional. The family provides an immediate ascribed The family provides an immediate ascribed

status for the infant.status for the infant. Social classSocial class Ethnic identityEthnic identity

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The Family, continuedThe Family, continued Research suggests there are social class differences Research suggests there are social class differences

in family socialization messages that help in family socialization messages that help perpetuate the social class structure..perpetuate the social class structure.. Working class families: Working class families: actions speak louder than actions speak louder than

wordswords. . Emphasis is on conformity to rules and staying out of Emphasis is on conformity to rules and staying out of

trouble, with strict punishment for deviant behavior.trouble, with strict punishment for deviant behavior. This tends to reinforce working class job culture, as This tends to reinforce working class job culture, as

many working class jobs are order-taker jobs where many working class jobs are order-taker jobs where conformity to rules is important.conformity to rules is important.

Middle class families: Middle class families: words speak louder than words speak louder than actionsactions..

Curiosity and taking initiative or risk is encouraged in Curiosity and taking initiative or risk is encouraged in the child. Discipline is less strict.the child. Discipline is less strict.

This tends to reinforce middle class job culture, as This tends to reinforce middle class job culture, as many middle class jobs are order-giver jobs many middle class jobs are order-giver jobs requiring independent thinking.requiring independent thinking.

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2. School2. School A form of A form of anticipatory socializationanticipatory socialization – learning that – learning that

helps a person achieve a desired position.helps a person achieve a desired position. Functions to socialize people into certain forms of Functions to socialize people into certain forms of

knowledge.knowledge. Functions to socialize people into core values and Functions to socialize people into core values and

belief systems. Schools may indoctrinate.belief systems. Schools may indoctrinate. Primary school is often the child’s first experience with Primary school is often the child’s first experience with

formal organizations, specifically, the bureaucracy.formal organizations, specifically, the bureaucracy. Most schools are secondary groups (formal, task Most schools are secondary groups (formal, task

oriented).oriented). Given the changes in the family toward 2-parent Given the changes in the family toward 2-parent

workers, school functions have changed to offer more workers, school functions have changed to offer more day-care.day-care.

School provides a setting for the child to develop peer School provides a setting for the child to develop peer group friendships.group friendships.

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3. Peer Groups3. Peer Groups Peer groups are people with similar social Peer groups are people with similar social

characteristics who hang out with each other. characteristics who hang out with each other. Members treat each other as relative equals.Members treat each other as relative equals.

They are primary groups with typically high They are primary groups with typically high levels of solidarity.levels of solidarity.

They are particularly powerful during late They are particularly powerful during late childhood and adolescence.childhood and adolescence. Identity formation during adolescence is in context of Identity formation during adolescence is in context of

peer group subcultures, which may offer different peer group subcultures, which may offer different values, beliefs, and tastes than parents.values, beliefs, and tastes than parents.

Among teens, short term style preferences, sexual Among teens, short term style preferences, sexual activity, popular culture taste, and other teen activity, popular culture taste, and other teen behaviors are shaped mainly by peer groups.behaviors are shaped mainly by peer groups.

Peer pressure brings norms of conformity within Peer pressure brings norms of conformity within the in-group.the in-group.

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4. The Mass Media4. The Mass Media The mass media: impersonal communications The mass media: impersonal communications

directed toward a vast audience.directed toward a vast audience. Relatively new and controversial agent of Relatively new and controversial agent of

socialization.socialization. Unlike the family, school, church, and peer Unlike the family, school, church, and peer

groups, the commercial mass media does not groups, the commercial mass media does not have the child’s interests as their main goal.have the child’s interests as their main goal. Capitalist media prioritize private profit above Capitalist media prioritize private profit above

most other considerations. Their primary goal is most other considerations. Their primary goal is to make money for their stockholders.to make money for their stockholders.

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The mass media, The mass media, continuedcontinued

The commercial mass media serve 2 The commercial mass media serve 2 interests:interests: 1. 1. The private interestThe private interest. .

Because they operate for profit, capitalist Because they operate for profit, capitalist media tend to offer lots of sex and violence. media tend to offer lots of sex and violence. While profitable, excessive sex and violence While profitable, excessive sex and violence generally does not serve the public interest.generally does not serve the public interest.

2. 2. The public interestThe public interest. . The commercial mass media offer The commercial mass media offer

entertainment and information that serves entertainment and information that serves the public interest.the public interest.

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The mass media, The mass media, continuedcontinued

The most powerful mass media today is television. The most powerful mass media today is television. The average American has the TV turned on for 7 hours The average American has the TV turned on for 7 hours

each day, and actually watches it for 2 to 3 hours per day. each day, and actually watches it for 2 to 3 hours per day. Children watch TV an average of almost 3 hours per day. Children watch TV an average of almost 3 hours per day. Commercial TV socializes the child to become a consumer Commercial TV socializes the child to become a consumer

and to prioritize materialism, competition, status and to prioritize materialism, competition, status consciousness, and other consumer-capitalist values.consciousness, and other consumer-capitalist values.

Often the values on commercial TV contradict the parents’ Often the values on commercial TV contradict the parents’ values.values.

Heavy TV watchers are more likely to develop a Heavy TV watchers are more likely to develop a mean mean world syndromeworld syndrome – a sense that the world is a mean and – a sense that the world is a mean and dangerous place.dangerous place. The mean world syndrome has social and psychological The mean world syndrome has social and psychological

consequences.consequences. While commercial TV does well at entertaining, many think While commercial TV does well at entertaining, many think

it does poorly at educating Americans about important it does poorly at educating Americans about important issues necessary for our democracyissues necessary for our democracy. .

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The mass media, The mass media, continuedcontinued The mass media are not objective. They present a The mass media are not objective. They present a

distorted reality to their audience.distorted reality to their audience. Excessive sex and violence.Excessive sex and violence. Emphasis on stereotypes. Sexism, classism and other Emphasis on stereotypes. Sexism, classism and other

group superiority values are common in the group superiority values are common in the commercial mass media.commercial mass media.

Normalcy, according to the commercial mass media is Normalcy, according to the commercial mass media is the upper middle class lifestyle – something available the upper middle class lifestyle – something available to only 15-20% of the population.to only 15-20% of the population.

The commercial mass media emphasize The commercial mass media emphasize the beauty the beauty mythmyth for women. for women.

This myth says that women should remain young This myth says that women should remain young and physically attractive at all costs. The result is a and physically attractive at all costs. The result is a decline in self-esteem among American female decline in self-esteem among American female teens, who cannot live up to the thin Eurocentric teens, who cannot live up to the thin Eurocentric runway-model ideal promoted by the commercial runway-model ideal promoted by the commercial media. This false ideal is highly profitable, but does media. This false ideal is highly profitable, but does not serve the public interest.not serve the public interest.

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ResocializationResocialization

ResocializationResocialization refers to deliberate refers to deliberate socialization aimed at radically altering the socialization aimed at radically altering the self. It is re-creating the self, and it self. It is re-creating the self, and it involves an abrupt break from the former involves an abrupt break from the former self. self. Resocialization is often done within a total Resocialization is often done within a total

institution. institution. Total institutionTotal institution: residence where : residence where

inmates are cut off from society, under the inmates are cut off from society, under the control of a hierarchy of officials. control of a hierarchy of officials. Examples: prisons boot camp, asylum, boarding Examples: prisons boot camp, asylum, boarding

school.school.

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BrainwashingBrainwashing Brainwashing is persuasion or Brainwashing is persuasion or

indoctrination, often by force, to get indoctrination, often by force, to get someone to adopt a particular set of beliefs someone to adopt a particular set of beliefs and values. It is a type of resocialization. and values. It is a type of resocialization.

Brainwashing is most effective under the Brainwashing is most effective under the following 4 conditions:following 4 conditions: 1. The person is isolated from their former 1. The person is isolated from their former

surroundings, people, and self. Total institutions surroundings, people, and self. Total institutions serve this purpose.serve this purpose.

2. They are subjected to peer pressure to 2. They are subjected to peer pressure to conform to the new reality.conform to the new reality.

3. They are subjected to legitimate authority, 3. They are subjected to legitimate authority, which tells them what to think.which tells them what to think.

4. The person is willing to change. 4. The person is willing to change.

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The Life CourseThe Life Course

Both a biological and a social Both a biological and a social construction. construction.

Society imposes its own conception of Society imposes its own conception of a life course upon the physical a life course upon the physical process of aging.process of aging.

Society slices up the aging process Society slices up the aging process arbitrarily into a series of stages. arbitrarily into a series of stages.

The number, length and content of The number, length and content of these stages varies across societies.these stages varies across societies.

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The Life CourseThe Life Course Traditional societies have only a few Traditional societies have only a few

stages:stages: Infancy(immaturity)-adulthood-deathInfancy(immaturity)-adulthood-death Adulthood is usually defined by acquiring key roles, Adulthood is usually defined by acquiring key roles,

like “craft-worker” or “parent.” like “craft-worker” or “parent.” These roles are acquired at a very young age in These roles are acquired at a very young age in

traditional cultures. traditional cultures.

Industrial societies have more stages:Industrial societies have more stages: Infancy-childhood-adolescence-adulthood-old Infancy-childhood-adolescence-adulthood-old

age-deathage-death

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ChildhoodChildhood Childhood was constructed by industrial Childhood was constructed by industrial

cultures - around 1850 in the U.S. - as public cultures - around 1850 in the U.S. - as public schools emerged for children. schools emerged for children. The “child” was expected to go to school by 1850 The “child” was expected to go to school by 1850

to learn literacy skills necessary to industrial to learn literacy skills necessary to industrial societies and to engage in re-creative activities. societies and to engage in re-creative activities. Playgrounds, schools, and child clothing styles Playgrounds, schools, and child clothing styles emerged around this time. emerged around this time.

Children were “innocent” and loveable – almost Children were “innocent” and loveable – almost the opposite of adults. Now, children were the opposite of adults. Now, children were exempted from adult roles.exempted from adult roles.

Families had become child-centered and were Families had become child-centered and were now expected to nurture the child.now expected to nurture the child. The mother was also sentimentalized by now and was The mother was also sentimentalized by now and was

expected to be the primary nurturer of the children, expected to be the primary nurturer of the children, giving them love.giving them love.

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How was the child seen before How was the child seen before industrialization?industrialization?

Most agrarian cultures did not recognize Most agrarian cultures did not recognize childhood because they attached adult roles to childhood because they attached adult roles to children beginning around 8 or 9 years old. children beginning around 8 or 9 years old. Farming families needed as much labor as they could Farming families needed as much labor as they could

get, so the child was quickly given economic roles and get, so the child was quickly given economic roles and was expected to learn skills in an apprenticeship was expected to learn skills in an apprenticeship system.system.

Agrarian families were work-centered and used strict Agrarian families were work-centered and used strict physical discipline upon the child.physical discipline upon the child.

““Spare the rod, spoil the child.”Spare the rod, spoil the child.” In Puritanical America adults were expected to “beat In Puritanical America adults were expected to “beat

the devil out of the child” when they misbehaved.the devil out of the child” when they misbehaved. The original Grimm’s Fairy Tales were quite dark and The original Grimm’s Fairy Tales were quite dark and

graphic, but as childhood emerged they were graphic, but as childhood emerged they were softened and sweetened with happy endings.softened and sweetened with happy endings.

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AdolescenceAdolescence Emerged around 1880, as it was necessary to Emerged around 1880, as it was necessary to

postpone adulthood even more in order to further postpone adulthood even more in order to further educate the population.educate the population. The college system became available to an expanding The college system became available to an expanding

middle class around this time.middle class around this time. Industrial societies require a mass workforce that Industrial societies require a mass workforce that

delivers professional, specialized services.delivers professional, specialized services. Adolescence is a new stage in a rapidly changing Adolescence is a new stage in a rapidly changing

society. It is a relatively anomic stage and can be society. It is a relatively anomic stage and can be confusing to teenagers.confusing to teenagers. Contradictory demands and mixed messagesContradictory demands and mixed messages

Physically, the teen is an adult capable of Physically, the teen is an adult capable of reproduction; but socially, the teen is treated as a reproduction; but socially, the teen is treated as a dependent. dependent.

American society poorly equips individuals for the American society poorly equips individuals for the challenges of adolescence.challenges of adolescence.

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Mature adulthoodMature adulthood This is the stage where anticipatory This is the stage where anticipatory

socialization is basically completed, and the socialization is basically completed, and the individual’s core identity is formed.individual’s core identity is formed.

Responsible roles (career, marriage, Responsible roles (career, marriage, parenthood) demand a responsible, stable self. parenthood) demand a responsible, stable self. However, modern rapidly-changing society poses However, modern rapidly-changing society poses

problems for adults. Rapid social change problems for adults. Rapid social change destabilizes jobs and marriages, threatening the destabilizes jobs and marriages, threatening the stability of the self. stability of the self.

Generally this is the most enjoyable life stage Generally this is the most enjoyable life stage because one is most socially productive during because one is most socially productive during this period.this period. Suicide rates are relatively low for this life stage.Suicide rates are relatively low for this life stage.

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Old AgeOld Age Modern society is less successful at facing old age Modern society is less successful at facing old age

than traditional societies. Our society worships than traditional societies. Our society worships youth.youth.

Traditional societies show respect for senior citizens.Traditional societies show respect for senior citizens. Traditional (slow-change) cultures allow seniors to have Traditional (slow-change) cultures allow seniors to have

wisdom – experiential knowledge relevant to young people. wisdom – experiential knowledge relevant to young people. They also place seniors within the extended family system They also place seniors within the extended family system and the community, giving them visibility.and the community, giving them visibility.

In rapidly changing modern cultures, the In rapidly changing modern cultures, the knowledge of seniors may be obsolete and knowledge of seniors may be obsolete and irrelevant to young people. irrelevant to young people.

They also tend to disappear due to the emphasis They also tend to disappear due to the emphasis on the nuclear family in Western cultures.on the nuclear family in Western cultures.

Finally, in modern societies seniors have fewer Finally, in modern societies seniors have fewer constructive or productive roles.constructive or productive roles.

Hence, there is an increase in ageism in modern Hence, there is an increase in ageism in modern societies. societies.

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DeathDeath Industrial societies postpone death an Industrial societies postpone death an

additional 20 years beyond the life additional 20 years beyond the life expectancy of agrarian societies.expectancy of agrarian societies. The life expectancy of the typical middle-The life expectancy of the typical middle-

class American is almost 80 years today. class American is almost 80 years today. American culture does not socialize American culture does not socialize

people to deal with death.people to deal with death. Consequently, death is a taboo subject. Consequently, death is a taboo subject. We use euphemisms like “passed away.”We use euphemisms like “passed away.”

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What explains the “death What explains the “death taboo”?taboo”? 1. Individualism. Americans see themselves as the tree, 1. Individualism. Americans see themselves as the tree,

not the leaf on the tree, so death means the end of not the leaf on the tree, so death means the end of everythingeverything. Also, we stress being in control, yet death is . Also, we stress being in control, yet death is beyond our control.beyond our control.

2. Faith in technology to conquer everything, even 2. Faith in technology to conquer everything, even death. We learn that death is something to “conquer” – death. We learn that death is something to “conquer” – rather than accept the naturalness of death.rather than accept the naturalness of death.

3. Decline of religious influence that defines death as 3. Decline of religious influence that defines death as heaven. If there is a heaven, one can look forward to it.heaven. If there is a heaven, one can look forward to it.

4. Institutional differentiation has created specialized 4. Institutional differentiation has created specialized institutions like hospitals and nursing homes that hide institutions like hospitals and nursing homes that hide the dying process. It becomes more mysterious.the dying process. It becomes more mysterious.

5. Rising sentimentalism and emotional intensity of the 5. Rising sentimentalism and emotional intensity of the family experience makes a family death more painful.family experience makes a family death more painful.

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The history of death The history of death perception perception

Source is Philippe AriesSource is Philippe Aries 1. Until the 121. Until the 12thth century, people didn’t perceive themselves century, people didn’t perceive themselves

as individuals. Rather, they were part of nature, society, and as individuals. Rather, they were part of nature, society, and the collective destiny. One’s own death did not mean a lot.the collective destiny. One’s own death did not mean a lot.

2. From the 122. From the 12thth to the 15 to the 15thth century, people began to see century, people began to see themselves as individuals. This led to the beginning of wills, themselves as individuals. This led to the beginning of wills, tombs, and a “death anxiety.”tombs, and a “death anxiety.”

3. Beginning in the 183. Beginning in the 18thth century through the Victorian Era, century through the Victorian Era, the intensity of the family experience led people to fear the the intensity of the family experience led people to fear the loss of a family member more than their own death. loss of a family member more than their own death. Mourning took on hysterical tones.Mourning took on hysterical tones.

4. By the 204. By the 20thth century death became a taboo subject and century death became a taboo subject and people tried to avoid the emotions it caused. Death cut into people tried to avoid the emotions it caused. Death cut into happiness. Hushed up procedures in hospitals replaced happiness. Hushed up procedures in hospitals replaced home deaths. Death was hidden from children. Fear of death home deaths. Death was hidden from children. Fear of death increased.increased.

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The dying processThe dying process Today it is excluded from our lives. Death Today it is excluded from our lives. Death

occurs not within the family environment but occurs not within the family environment but often in a bureaucratic hospital or nursing often in a bureaucratic hospital or nursing ward, surrounded by strangers.ward, surrounded by strangers. What is the role expectation attached to the dying? What is the role expectation attached to the dying?

We expect the dying to keep it to themselves. This is We expect the dying to keep it to themselves. This is harmful.harmful.

Research reveals that people seem to die more Research reveals that people seem to die more happily if death is openly discussed beforehand. happily if death is openly discussed beforehand. Yet the death taboo prohibits this discussion in many Yet the death taboo prohibits this discussion in many

families.families. Talking about death frankly with others Talking about death frankly with others

encourages our acceptance of it as a natural encourages our acceptance of it as a natural process. process.

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Erik EriksonErik Erikson

According to Erik Erikson, human According to Erik Erikson, human development does not end at age 6 development does not end at age 6 or 7. It continues over the lifetime. or 7. It continues over the lifetime.

Erikson presented a social-Erikson presented a social-psychological examination of life psychological examination of life challenges across 8 stages.challenges across 8 stages.

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Erik Erikson: 8 stages of life Erik Erikson: 8 stages of life challengeschallenges

1. Infancy (0-1.5 years old). The challenge of trust versus 1. Infancy (0-1.5 years old). The challenge of trust versus mistrust of others.mistrust of others.

2. Toddlerhood (1.5 - 3 years old). The challenge of 2. Toddlerhood (1.5 - 3 years old). The challenge of autonomy and confidence versus doubt and shame.autonomy and confidence versus doubt and shame.

3. Pre-school (3-5). Initiative vs. guilt from not pleasing 3. Pre-school (3-5). Initiative vs. guilt from not pleasing parents’ expectations.parents’ expectations.

4. Pre-adolescents (6 – 13). Industriousness to make friends 4. Pre-adolescents (6 – 13). Industriousness to make friends vs. inferiority and failure to measure up to school and social vs. inferiority and failure to measure up to school and social standards.standards.

5. Adolescents (teens). To establish one’s own identity vs. 5. Adolescents (teens). To establish one’s own identity vs. identity confusion.identity confusion.

6. Young adulthood. Maintaining intimacy vs. social 6. Young adulthood. Maintaining intimacy vs. social isolation.isolation.

7. Middle adulthood. Making a difference vs. self-absorption 7. Middle adulthood. Making a difference vs. self-absorption and complacency. and complacency.

8. Old age. Integrity and satisfaction vs. despair and regret.8. Old age. Integrity and satisfaction vs. despair and regret.

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ConclusionConclusion

Socialization is never fully Socialization is never fully successful. successful. We retain a measure of free will that We retain a measure of free will that

makes our choices in life unique to makes our choices in life unique to ourselves.ourselves.

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End of Chapter 5End of Chapter 5