1 The lifelong social experience by which people develop their human potential and learn culture Socialization

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The lifelong social experience by which people develop their human potential

and learn culture

Socialization

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Social ExperienceSocialization• The lifelong social experience by which

individuals develop their human potential and learn patterns of their culture

Personality• A person’s fairly consistent patterns of thinking,

feeling, and acting– Could a person’s personality develop without social

interaction?

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Individual Personality Development

• Personality: sum total of behaviors, attitudes, beliefs, and values of an individual

• Personality is a constantly evolving construct (and is diff. for everybody)

• Personality changes rapidly during childhood and tends to stabilize and remain relatively constant in adulthood

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Nature versus Nurture• Heredity v. Social environment• Through much of modern history, human

behavior was often attributed to instinctual origins

• Social environment and learning have gained acceptance in the realm of producing complex and different personalities and behaviors

• A mix or blending of the above two concepts is what many psychologists and sociologists say is responsible for the wide spectrum of human development

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Maslow’s Hierarchy of Needs Theory: Seeks to explain human motivation

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HeredityInclude:• Physical characteristics• Aptitudes: both natural and learned• Biological Drives: reproduce, seek

shelter, hunger etc.• Create limits for individuals

*if you weigh 135 pounds. You cannot be a heavyweight boxer

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Isolation in Childhood• Feral Children• Institutionalization: Using

orphanages (starting in Eastern Europe after WWII) sociologists began to see the strong causal relationship b/w lack of a caring environment and development

• Applies to mental, physical, and emotional development for children as well as adults-abused children (emotional, physical, sexual) -inmates, juvenile offenders etc.

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• There is an estimated 100,000 children institutionalized in Romania's orphanages (SoRelle). The children were placed in the orphanages for numerous reasons, but most will blame Ceausescu’s anti-abortion and child requirement laws. Ceausescu required that women have 5 children by the age of 45 before he would allow them birth control or abortions (SoRelle). However, during the child requirement laws he was also exporting Romania's food to pay off the large national debt. Families were put in the position to have children that they couldn’t afford or feed. The unwanted children were sent to the state orphanages. As time went on it became more and more excepted to leave the unwanted children in the orphanages. It is so common to put your children in the orphanage that the parents visit once every 6 months the children are not considered to be abandoned at all (Dunlop). The living conditions in the orphanages are most commonly compared to the Nazi concentration camps.

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Social IsolationEffect on nonhuman primates: Harlows’ experiments

• Six months of complete isolation was enough to disturb development.

Effect on children: Anna and Isabelle• Years of isolation left both children damaged and only

capable of approximating a normal life after intensive rehabilitation.

Genie• Somewhat less isolated, but suffered permanent

disabilities

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Birth Order

Influenced By:

• Having brothers, sisters, how many, or none at all

• Order in which you are born in relation to your siblings

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Parental Characteristics

Influenced By:• Age of One’s Parents>• Level of Education>• Religious Orientation>• Economic Status>• Cultural Heritage>• Occupational Background>• Values, Morals>

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Cultural Environment

Influenced By:• Typical Personalities of a specific culture: also

defined as Model Personalities

*-In the U.S.> model personalities might include competitiveness, assertiveness, self-reliance etc.*-In Italy (or another Catholic, romance culture) model personalities might include stronger ties to family, more reliance on the opinions or attitudes of friends and family, less competition

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Cultural Environment

Influenced By:

• Gender Socialization: How boys and girls experience a culture differently.-In the U.S.: Boys are taught to have interest in certain activities and professions-Boys learn to dress differently from girls-Girls are taught to express themselves differently-Girls are taught to act less aggressively

• Subculture: ex: Growing up in an ethnic household

• Region of the Country• Neighborhood

Freud: Division of the Mind

Id, Ego, and Superego– Freud divided the

mind into three separate processes

1. Id2. Ego3. Superego each has a different

function interactions among

the id, ego, and superego result in conflicts

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1.1. Id: pleasure seekerId: pleasure seeker• first division of the mind to develop,

contains two biological drives~ sex and aggression~ are the source of all psychic and mental energy; the id’s goal is to pursue pleasure and satisfy the biological drives

Operated by the Id is the …

Pleasure principle• id operates according to the pleasure

principle which is to satisfy drives and avoid pain, without concern for moral restrictions or society’s regulations


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2. Ego: executive negotiator between id and superego• Freud’s second division of the mind, develops

from the id during infancy; the ego’s goal is to find safe and socially acceptable ways of satisfying the id’s desires and to negotiate between the id’s wants and the superego’s prohibitions

largest part of ego is conscious smaller part is unconscious

• Followed by the Ego is the Reality principle this is a policy of satisfying a wish or desire only if there

is a socially acceptable outlet available


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3. Superego: regulator• Freud’s third division of

the mind, develops from the ego during early childhood; the superego’s goal is to apply the moral values and standards of one’s parents or caregivers and society in satisfying one’s wishes

these moral standards of which we are conscious or aware and moral standards that are unconscious or outside our awareness


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Sigmund FreudElements of Personality

• Basic human needs: Eros and Thanatos as opposing forces

• Developing personality– The id: Basic drives– The ego: Efforts to achieve balance – The superego: Culture within

• Managed conflict

– Id and superego are in constant states of conflict, with the ego balancing the two.

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Sigmund FreudElements of Personality

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– Development:

~Psychosexual stages• five developmental periods-oral, anal,

phallic, latency, and genital stages- each marked by a potential conflict between parent and child. The conflicts arise as a child seeks pleasure from different body areas that are associated with sexual feelings (different erogenous zones). Freud emphasized that the child’s first five years were most important in personality development.

Freudian: Developmental Stages

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• Fixation:Fixation: ~the source for potential

personality problems~– can occur during any of the

first three stages – oral, anal, phallic - refers to a Freudian process through which an individual may be locked into a particular psychosexual stage because his or her wishes were either overgratified or under gratified


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• Five psychosexual stages; that Freud said every child goes through~1. Oral stage: early infancy: first

18 months of life is a time when the infant’s pleasure

seeking is centered on the mouth with activities include: sucking, chewing, and biting

Fixation (manifestation as an adult)– adults who continue to engage in

oral activities, such as overeating, gum chewing, or smoking; oral activities can be symbolic as well, such as being overly demanding or “mouthing off”


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2. Anal stage: late infancy: 11/2 to 3 years a time when the infant’s pleasure

seeking is centered on the anus and its functions of elimination

Fixation results in adults who continue to engage in activities of retention or elimination

1.1. retentionretention: very neat, stingy, or behaviorally rigid

2.2. eliminationelimination: generous, messy, or behaving very loose or carefree


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3. Phallic stage: early childhood: 3 to 6 years a time when infant’s pleasure seeking is

centered on the genitalsmanifestation…

• Oedipus complex: process in which a child competes with the parent of the same sex for the affections and pleasures of the parent of the opposite sex

Boys: develops attraction to his mother and begins to hate his father;fears castration;will go through life trying to be tough

Girls: (Electra Complex): realizes she has no penis and develops penis envy; she turns against her mother and develops feelings for her father; will feel inferior to men


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4. Latency stage: middle to late childhood: 6 to puberty time when the child represses

sexual thoughts and engages in nonsexual activities, such as developing social and intellectual skills

at puberty, sexuality reappears and the next stage begins


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5. Genital stage: puberty through adulthood time when the individual has

renewed sexual desires that he or she seeks to fulfill through relationships with other people

• conflict resolution depends on how conflicts in the first three stages were resolved:

if the individual resolved issues in earlier stages they will adapt well in this stage; on the other hand if they did not they will not be able to develop healthy relationships


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Piaget: Cognitive Piaget: Cognitive DevelopmentDevelopment

Infancy and Infancy and ChildhoodChildhood

InfancyInfancy } infant to toddler } infant to toddler

ChildhoodChildhood } 2 years until } 2 years until pubertypuberty

During this time we go through During this time we go through Maturation Maturation where: where:

1.1. Physical Physical

2.2. MotorMotor

3.3. Perceptual Perceptual

Developments occurDevelopments occur

Physical DevelopmentPhysical Development

Growth is rapid as an infantGrowth is rapid as an infant From roughly 6-puberty growth is From roughly 6-puberty growth is

slow but steadyslow but steady Brain also follows this pattern of Brain also follows this pattern of

growth maturing in adolescencegrowth maturing in adolescenceButBut

Undernourishment, abuse, neglect Undernourishment, abuse, neglect can delay physical developmentcan delay physical development

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Motor/Perceptual DevelopmentMotor/Perceptual Development

Motor Skills combining the use of your Motor Skills combining the use of your brain maturing and muscle growth is brain maturing and muscle growth is develops rapidly. develops rapidly. Typical pattern Typical pattern pg.172pg.172

Perceptual abilities in infants also Perceptual abilities in infants also rapidly develop. Using “Cliff Studies”, rapidly develop. Using “Cliff Studies”, voice and face recognition, we know voice and face recognition, we know that infants are progressive. that infants are progressive.

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Cognitive DevelopmentCognitive Development

Piaget’s Theory of Cognitive DevelopmentPiaget’s Theory of Cognitive Development explains a child’s development through (4) explains a child’s development through (4) stages each with its own schemas (or patterns stages each with its own schemas (or patterns of thinking in which we acquire and apply of thinking in which we acquire and apply knowledge about our world).knowledge about our world).

A.A. Sensorimotor, birth to 18 monthsSensorimotor, birth to 18 months1. Infants are completely reflexive to their 1. Infants are completely reflexive to their environment. A baby will look at you environment. A baby will look at you everyevery time you snap your fingers. time you snap your fingers.2. Object permanence: an infant realizes 2. Object permanence: an infant realizes objects exist when they are out of view.objects exist when they are out of view.

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B. Preoperational: 18 B. Preoperational: 18 months to 6 yearsmonths to 6 years

1. 1. Symbolic thoughtSymbolic thought: use of : use of language, use of language, use of representation representation

2. 2. EgocentrismEgocentrism: a child can : a child can only understand things only understand things through their through their perspective.perspective.

3. 3. AnimismAnimism: tendency to : tendency to attribute life to attribute life to everything.everything.

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C. C. Concrete Operations: Age 6-11Concrete Operations: Age 6-111.1. ConservationConservation: An object doesn’t increase or decrease : An object doesn’t increase or decrease

because its form changes.because its form changes.2.2. Concrete logic and conceptsConcrete logic and concepts: A child can reason and : A child can reason and

understand “real-life” logic, but can’t grasp abstract understand “real-life” logic, but can’t grasp abstract thoughts and problems. thoughts and problems. A bleeding cut v. cancerA bleeding cut v. cancer

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Formal OperationsFormal Operations: : 11 years11 years

1.1. Children can begin Children can begin to understand to understand abstract thought abstract thought and reasoning.and reasoning.

2.2. Children are ready Children are ready for adult tasksfor adult tasks

3.3. Not all children or Not all children or adults achieve this adults achieve this level of reasoning.level of reasoning.

CriticismCriticism::

1.1. Development Development may be more may be more gradual and not gradual and not as abrupt.as abrupt.

2.2. Is formal Is formal operations just a operations just a product of higher product of higher education? education? Whatcha think?Whatcha think?

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Jean PiagetJean PiagetCognitive DevelopmentCognitive Development

CognitionCognition– How people think and understand How people think and understand

Stages of developmentStages of development– Sensorimotor stageSensorimotor stage: Sensory contact understanding : Sensory contact understanding – Preoperational stagePreoperational stage: Use of language and other : Use of language and other

symbols symbols – Concrete operational stageConcrete operational stage: Perception of causal : Perception of causal

connections in surroundingsconnections in surroundings– Formal operational stageFormal operational stage: Abstract, critical thinking: Abstract, critical thinking

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Kohlberg: Moral Development

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Kohlberg: Moral Development

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Lawrence KohlbergMoral Development

• Moral reasoning – The ways in which individuals judge situations as right or

wrong• Preconventional

– Young children experience the world as pain or pleasure• Conventional

– Teens lose selfishness as they learn to define right and wrong in terms of what pleases parents and conforms to cultural norms.

• Postconventional– Final stage, considers abstract ethical principles

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Erikson’s 8 Stages of Erikson’s 8 Stages of DevelopmentDevelopment

Psychosocial DevelopmentPsychosocial Development

•Starting early in life a person begins their Starting early in life a person begins their psychosocial developmentpsychosocial development interacting with interacting with the world around them.the world around them.•This is the time where one’s This is the time where one’s IdentityIdentity begins to form.begins to form.•Erik Erikson’s 8-step theory sought to Erik Erikson’s 8-step theory sought to explain the similarities.explain the similarities.

What about the differences?What about the differences?

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Psychosocial Psychosocial DevelopmentDevelopment

• TemperamentTemperament: Your natural way of : Your natural way of acting and reacting to things in your acting and reacting to things in your world.world.

• Social relationshipsSocial relationships: Your relations : Your relations with your mother and other caretakers.with your mother and other caretakers.

• Self-EsteemSelf-Esteem: Young children develop : Young children develop self-schemas which influence their self-schemas which influence their identity and self-esteem down the roadidentity and self-esteem down the road

Negative v. PositiveNegative v. Positive

Self-Esteem Self-EsteemSelf-Esteem Self-Esteem

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Psychosocial Psychosocial DevelopmentDevelopmentParenting StylesParenting Styles::How were you raised?How were you raised?

Maybe? Maybe? PermissivePermissive: few limits/rules, little : few limits/rules, little involvement. Leading to anti-social involvement. Leading to anti-social behavior, no self-control.behavior, no self-control.

Or? Or? AuthoritarianAuthoritarian: very strict and : very strict and disciplined often using punishment. disciplined often using punishment. Leading to anxiety, social coping skills.Leading to anxiety, social coping skills.

How about? How about? AuthoritativeAuthoritative: clear : clear standards, discipline with constructive standards, discipline with constructive criticism. Leads to well-rounded criticism. Leads to well-rounded children.children.

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Eric H. EricksonEric H. EricksonEight stages of development Eight stages of development

Challenges throughout the life courseChallenges throughout the life course

Stage 1 - Infancy: trustStage 1 - Infancy: trust(Versus mistrust)(Versus mistrust)

Stage 2 - Toddlerhood: autonomy Stage 2 - Toddlerhood: autonomy (versus doubt and shame)(versus doubt and shame)

Stage 3 - Preschool: Initiative Stage 3 - Preschool: Initiative (versus guilt)(versus guilt)

Stage 4 - Preadolescence: Industriousness Stage 4 - Preadolescence: Industriousness (versus inferiority)(versus inferiority)

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EricksonErickson

SStages 5-8tages 5-8 Stage 5 - Adolescence: Gaining identity Stage 5 - Adolescence: Gaining identity

(versus confusion) (versus confusion)

Stage 6 - Young adulthood: Intimacy Stage 6 - Young adulthood: Intimacy (versus isolation)(versus isolation)

Stage 7 - Middle adulthood: Making a Stage 7 - Middle adulthood: Making a difference difference (versus self-absorption)(versus self-absorption)

Stage 8 - Old age: IntegrityStage 8 - Old age: Integrity

(versus despair)(versus despair)

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• Critics: Not everyone confronts the Critics: Not everyone confronts the challenges in the same order.challenges in the same order.

• Not clear if failure to meet one challenge Not clear if failure to meet one challenge predicts failure in other stagespredicts failure in other stages

• Do other cultures share Erickson’s Do other cultures share Erickson’s definition of successful life?definition of successful life?

This theory views personality as a lifelong process and success at one

stage prepares us for the next challenge.

Eric H. EricksonEric H. Erickson

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Carol GilliganGender Factor

Compared moral reasoning of girls and boys

• Boys develop a justice perspective.–Formal rules define right and wrong.

• Girls develop a care-and-responsibility perspective.

–Personal relationships define reasoning.• Critical evaluation

–Cultural conditioning accounted for the differences.

–Male and female morals will probably become more similar as more women enter the workplace.

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The Social Self• Socialization: The interactive

process through which people learn the basic skills, values, beliefs, and behavior patterns of society.

• Self: a conscious awareness of one’s distinct identity that separates you from other members of society.

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Mead: Role-TakingGeorge Herbert Mead’s Role-Taking:Theorized that we see ourselves as others see us but then take on the roles of others.

-Therefore we anticipate what others expect of us, or in other words see ourselves through the eyes of others.

People primarily use the following sources:1. We internalize the expectations of those closest to us.

(our significant others)

2. As we age the (generalized other) begins to guide our behavior and what is expected of us.

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Mead: Role-Taking

Mead also theorized how individuals develop the ability of role-taking. He established the following 3-step process.

1. Children at a very early age mimic the actions of others without knowing the meanings.

2. Children then begin to “play” the roles of others and begin to see how the world sees people different from them

3. Children at a later age begin to play games which necessitate them internalizing who and what they are supposed to be and do. They then see how “real-life” works.

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George Herbert MeadSocial Self

Self–The part of an individual’s personality composed of self-awareness and self-image

1. Self develops only from social interaction.

2. Social experience is the exchange of symbols

3. Understanding intention requires imagining the situation from the other’s point of view.

4. By taking the role of the other, we become self-aware.

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Mead

Development of Self• Imitation

– Infants mimic behavior without understanding intentions.

• Play– Taking the roles of significant others

• Games– Taking the roles of several others at once

• Generalized other– Widespread cultural norms and values we use as a

reference in evaluating ourselves

Building on Social ExperienceGeorge Herbert Mead described the development of the self as a process of gaining social experience. That is, the self develops as we expand our capacity to take the role of the other.

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Locke: Tabula Rasa

John Locke’s Tabula Rasa:• Theorized that each human being is born as

a “clean slate”.

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Tabula Rasa & Empiricism: Ultimately, in his acceptance of the existence of God, Locke was a

dualist -- though only barely so; he did not consider man to be a divine creature fixed with ideas on coming into this world. Locke

was an empiricist, viz., all knowledge comes to us through experience. "No man's knowledge here can go beyond his

experience." There is no such thing as innate ideas; there is no such thing as moral precepts; we are born with an empty mind,

with a soft tablet (tabula rasa) ready to be writ upon by experimental impressions. Beginning blank, the human mind acquires knowledge through the use of the five senses and a process of reflection. Not only has Locke's empiricism been a

dominant tradition in British philosophy, but it has been a doctrine which with its method, experimental science, has brought on

scientific discoveries ever since, scientific discoveries on which our modern world now depends.

Locke: Tabula Rasa

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Cooley: The Looking-Glass Self

Charles Cooley’s Looking-Glass Self:Focused his theory and research on how an individual develops a sense of self.

1. How we think others see us.2. We analyze the reactions of

others and determine if they view us as we view ourselves.

3. We us our perceptions of how others see us to create feelings about ourselves.

• The I and Me: The self has two parts.– Active side of the self is “I” – Objective side of the self is

“me”1. I: the unsocialized,

spontaneous, self-interested part of one’s personality and self-identity.

2. Me: aspect of one’s self that is aware of societies expectations and attitudes.The socialized self.

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Cooley: The Looking-Glass Self

• The basis of a child’s self is created by the reflection they get from their parents, caregivers, family etc.

• This theory places great weight on a child’s parents, environment, and reflection they get back from those who have a profound impact

• One’s self image and the redefinition of it continues throughout life

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Agents of Socialization

• The Family

• The School

• The Peer Group

• The Mass Media

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The Family

• Most important agent – A loving family produces a happy well-adjusted

child.

• Parental attention is very important– Bonding and encouragement

• Household environment– Stimulates development

• Social position– Race, religion, ethnicity, class

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Agents of socialization are the main components of society that sociologists feel allow the process of socialization to take place.

1. Family:

• Family is the key component of socialization in most societies.

• Families socialize through both deliberate and unintended activities and means.

• Because of the endless combinations and differences in families, uniquely different individuals are produced

Racially Mixed People across the United States

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2. Peer Group:

• As a child ages and leaves the home peers begin to exact influence on an individual.

• Peer group values and norms are not always the same as one’s family’s’.

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Peer Groups

• Developing sense of self that goes beyond the family

• Young and old attitudes and the “generation gap”

• Peers often govern short-term goals while parents influence long-term plans.

• Anticipatory socialization – Practice working toward gaining desired positions

A social group whose members have interests, social position and age in common

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3. School: • School as a social institution attempts to

socialize individuals through numerous means

1. Deliberate education2. Extracurricular activities (to prepare

individuals for a well rounded life).3. The unintended process of socialization

through contact with teachers and other peers.

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The School

• Experience diversity– Racial and gender clustering

• Hidden curriculum– Informal, covert lessons

• First bureaucracy– Rules and schedule

• Gender socialization begins – From grade school through college, gender-linked

activities are encountered.

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4. Mass Media:

Instruments of communication that in modern society envelope people, with constant information and images

About a quarter of commercial television advertisements are for food.

Junk TV: kids fed 9 fast food ads an hour

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Mass Media

• Televisions in the United States– 98% of households have at least one TV.– Two-thirds of households have cable or satellite.

• Hours of viewing television– Average household = 7 hours per day– Almost half of individuals’ free time– Children average 5 ½ hours per day.

• Television, videotapes, video games

Impersonal communications aimed at a vast audience

Television Ownership in Global Perspective

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• Studies show preschoolers spend an average of nearly 30 hours a week watching television;

• some spend more time watching television than doing anything else except sleeping (Anderson, Lorch, Field, Collins, & Nathan, 1986; Aulette, 1994; Kaplan, 1991).

• Nielsen Media Research has found that by the time children are 16 years old, they have spent more time watching television than going to school (as cited in Basow, 1992). As a result, children are exposed to about 20,000 advertisements a year (Stoneman & Brody, 2001).

• By the time a child graduates from high school, he will have witnessed 16,000 violent deaths on television (Gerbner & Gross, 1976).

• By the time a child graduates from high school they will have witnessed 200,000 fictional acts of violence.


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The Life Cycle

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The Life Course• Childhood (birth through 12)

– The “hurried child”• Adolescence (the teenage years)

– Turmoil attributed to cultural inconsistencies.• Adulthood

– Early: 20-40, conflicting priorities– Middle: 40-60, concerns over health, career and

family• Old age (mid-60s and older)

– More seniors than teenagers– Less anti-elderly bias– Role exiting

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An Average Day In The Life of A teenager:

In Just One average Day:

1. 2,795 teen-agers become pregnant2. 1,106 pregnant teens have abortions3. 1,027 babies are born drug and alcohol exposed in utero4. 375 teens are arrested for drug abuse5. 437 teens are arrested for drinking and driving6. 177 teens are arrested for violent crimes7. 8 teens are killed by firearms8. 30 children are wounded by gunfire9. 135,000 children bring a gun to school10. 2,756 high school students drop out11. 1,849 children are abused or neglected12. 5 teen-agers commit suicide13. 3,288 children run away from home14. 1,900 public school students are corporally punished15. 16,964 public school students are suspended16. 1,629 children are in adult jails These statistics are from the Children’s Defense Fund, 2007. The figures come from crime reporting. Other

facts come from; Startling statistics about children. American Bar Association Journals.

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AdolescenceAdolescence In some cultures, once

adolescence ends, an individual (usually a woman) is now available for marriage:

1. Evidence of this can be found in Female Genital Mutilation, still found today in Africa and the Middle East 2. In some Sub-Saharan tribes

post adolescent girls are traded to neighboring tribes to broker peace.

Global Map 5.1Child Labor in Global Perspective

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Development of “Teen Years”Development of “Teen Years”

Since the 1860’s Adolescence has

existed in the U.S.

Because Of:

During the Civil War since there was no mandatory education boys could sign up some now known to be as young as 13.

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EducationEducation

In the late 1800’s states ratified laws directing the creation of free and public education for school-aged children.

1. In the state of NJ each school district is responsible for providing an education for al persons b/w 3-18.

2. It is a jailable offense for a guardian to neglectfully fail to send their child to school.

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Labor LawsLabor Laws

1.The Fair Labor Standards Act (1938) set federal guidelines for the minimum age of employment.

2. Today most states don’t allow children to work until 16 y.o

3. Today most adolescents don’t have full-time jobs.

Child Laborers in a Coal Mine

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Juvenile Justice SystemJuvenile Justice System

Society created a legal difference between adult and juvenile offenders. Therefore young people have a different legal status.

1. Different arrest procedures

2. Different Courts/Judges

3. Different Punishments

Adulthood

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Dying

• 85% of Americans die after age 55.

• Elisabeth Kübler-Ross stages of dying– Denial– Anger– Negotiation– Resignation– Acceptance

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Adulthood

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The World of Work• The composition of the American

workplace is changing.

• Will you have a job or a profession

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• Will you have job satisfaction?

- average American will hold nine jobs between the ages of 18-34

-average American will change careers 5-6 times in a lifetime

The World of Work

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Sociological stages of Old Age1. Young-Old 65-74: adjusting to retirement

2. Middle-Old 75-84: physical/mental decline, death

3. Old-Old 85 +: increased dependence, death

Late Adulthood

Source: SSA

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• Physical and Mental Functioning

Late Adulthood

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Late Adulthood• Dealing With Dependency

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Total Institutions

Erving Goffman• Staff supervises all daily life activities• Environment is standardized.• Formal rules and daily schedules

A setting in which people are isolated from the rest of society and manipulated by an administrative staff.

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Resocialization

• Staff breaks down identity.– Goffman: “Abasements, degradations, humiliations,

and profanations of self” – Staff rebuilds personality using rewards and

punishments.

• Total institutions affect people in different ways.– Some develop an institutionalized personality.

Efforts to radically change an inmate’s personality by carefully controlling the environment

Documents

1 The lifelong social experience by which people develop their human potential and learn culture Socialization