SOCIALIZATIONSOCIALIZATION

Macionis, Sociology Macionis, Sociology Chapter FiveChapter Five

The lifelong social experience by which individuals develop

their human potential and learn patterns of their culture.

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Overall Goals for Chapter FiveOverall Goals for Chapter Five

Discover how the Discover how the socialization process socialization process impacts our developmentimpacts our development

Notice how other’s Notice how other’s behaviors and views behaviors and views change uschange us

Realize how our behavior Realize how our behavior impacts othersimpacts others

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Nature Vs. NurtureNature Vs. NurtureSociobiology – the role of natureSociobiology – the role of nature

Elements of society that have a Elements of society that have a naturalistic rootnaturalistic root

Behaviorism - the role of nurtureBehaviorism - the role of nurture Most of who and what we are as a Most of who and what we are as a

species is learned, or social in naturespecies is learned, or social in nature

Is it sociobiology or behaviorism?Is it sociobiology or behaviorism? It’s both, but from a sociological It’s both, but from a sociological

perspective, nurture matters moreperspective, nurture matters more

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Sigmund Freud: Elements of Sigmund Freud: Elements of PersonalityPersonality

Basic human needsBasic human needs Eros and Thanatos as opposing forces Eros and Thanatos as opposing forces

Developing personalityDeveloping personality The id - Basic drivesThe id - Basic drives The ego - Efforts to achieve balance The ego - Efforts to achieve balance The superego - Culture withinThe superego - Culture within

Managed conflictManaged conflict Id and superego are in constant Id and superego are in constant

conflict, with the ego balancing the conflict, with the ego balancing the twotwo

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George Herbert Mead: George Herbert Mead: Social SelfSocial Self

The Self The Self

the part of personality composed of the part of personality composed of self-awareness and self-imageself-awareness and self-image

1.1. Self develops from social interactionSelf develops from social interaction

2.2. Social experience is the exchange of symbolsSocial experience is the exchange of symbols

3.3. By taking the role of the other we imagine By taking the role of the other we imagine the situation from the other’s point of viewthe situation from the other’s point of view

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DEVELOPMENT OF SELFDEVELOPMENT OF SELF

ImitationImitation infant mimic behavior without understanding infant mimic behavior without understanding

intentionsintentions

PlayPlay taking the roles of taking the roles of significant otherssignificant others

GamesGames taking the roles of several others at oncetaking the roles of several others at once

““Generalized Other”Generalized Other” using the widespread cultural norm and values using the widespread cultural norm and values

of other people as our own.of other people as our own.

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Critical Evaluation of MeadCritical Evaluation of Mead

Mead found the root of both self and Mead found the root of both self and society in symbolic interaction.society in symbolic interaction.

Critics say: Mead does not allow biological Critics say: Mead does not allow biological elementselements

Caution: do not confuseCaution: do not confuse

MEADMEAD FREUDFREUDI and MeI and Me Id and SuperegoId and Superego

Rejected biological origins Rejected biological origins of I and Meof I and Me

Id and Superego Id and Superego originated in biologyoriginated in biology

Work together Work together cooperativelycooperatively

Locked in continual Locked in continual combatcombat

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THE LOOKING GLASS SELFTHE LOOKING GLASS SELF

CHARLES HORTON COOLEYCHARLES HORTON COOLEY A A SELF-IMAGESELF-IMAGE BASED ON BASED ON

HOW WE HOW WE THINKTHINK OTHERS SEE US OTHERS SEE US

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AGENTS OF SOCIALIZATIONAGENTS OF SOCIALIZATION

The family, the school, and other settings have The family, the school, and other settings have important roles or have special meaning and important roles or have special meaning and

significance in the socialization process.significance in the socialization process.

Let’s examine a fewLet’s examine a few

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THE FAMILYTHE FAMILY

MOST IMPORTANT AGENT MOST IMPORTANT AGENT A LOVING FAMILY PRODUCES A HAPPY WELL-A LOVING FAMILY PRODUCES A HAPPY WELL-

ADJUSTED CHILDADJUSTED CHILD

SOCIALIZATION PROCESSSOCIALIZATION PROCESS SIGNIFICANT OTHERSSIGNIFICANT OTHERS IDENTITYIDENTITY SELF CONCEPTSELF CONCEPT

SOCIAL POSITIONSOCIAL POSITION RACE , RELIGION, ETHNICITY, CLASSRACE , RELIGION, ETHNICITY, CLASS

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THE SCHOOLTHE SCHOOL Experience diversityExperience diversity

Racial and gender clusteringRacial and gender clustering

Hidden curriculumHidden curriculum Informal, covet lessons Informal, covet lessons

First bureaucracyFirst bureaucracy Rules and scheduleRules and schedule

Gender socialization begins Gender socialization begins From grade school through college, gender-From grade school through college, gender-

linked activities are encounteredlinked activities are encountered

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PEER GROUPSPEER GROUPS

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

Developing sense of self that goes beyond the Developing sense of self that goes beyond the familyfamily

Young and old attitudes and the “generation gap” Young and old attitudes and the “generation gap”

Peers often govern short-term goals while parents Peers often govern short-term goals while parents maintain influence over long-term plans maintain influence over long-term plans

Anticipatory socialization Anticipatory socialization Practice at working toward gaining desired positionsPractice at working toward gaining desired positions

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THE MASS MEDIATHE MASS MEDIAImpersonal communications Impersonal communications

aimed at a vast audienceaimed at a vast audience

Televisions in the united statesTelevisions in the united states 98% of households have at least one98% of households have at least one

66% of households subscribe to cable 66% of households subscribe to cable

televisiontelevision Hours of viewing televisionHours of viewing television

Average household, 7 hours per dayAverage household, 7 hours per day Almost half of their free timeAlmost half of their free time Children average 5 ½ hours per dayChildren average 5 ½ hours per day

Television, videotapes, video gamesTelevision, videotapes, video games

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Criticisms About ProgrammingCriticisms About Programming Some liberal concerns about race and Some liberal concerns about race and

gender inequality in representationgender inequality in representation Some conservative concerns about Some conservative concerns about

advancing liberal causes - “politically advancing liberal causes - “politically correct”correct”

Violence in mass mediaViolence in mass media A 1998 survey, 66% of TV programming A 1998 survey, 66% of TV programming

contains violence; Characters show no contains violence; Characters show no remorse and no punishmentremorse and no punishment

In 1997, the television industry adopted a In 1997, the television industry adopted a

rating system for showsrating system for shows

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The Life CourseThe Life CourseChildhood (birth through 12)Childhood (birth through 12) The “hurried child”The “hurried child”Adolescence (the teenage years)Adolescence (the teenage years) Turmoil attributed to cultural inconsistenciesTurmoil attributed to cultural inconsistenciesAdulthoodAdulthood Early: 20-40, conflicting prioritiesEarly: 20-40, conflicting priorities Middle: 40-60, concerns over health, career Middle: 40-60, concerns over health, career

and familyand familyOld age (mid-60s and older)Old age (mid-60s and older) More seniors than teenagersMore seniors than teenagers Less anti-elderly biasLess anti-elderly bias Role exitingRole exiting

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Total InstitutionTotal InstitutionA setting in which people are isolated A setting in which people are isolated

from the rest of society and from the rest of society and manipulated by an administrative staff.manipulated by an administrative staff.

ERVING GOFFMAN (1961)ERVING GOFFMAN (1961) Staff supervise all daily life activitiesStaff supervise all daily life activities Environment is standardizedEnvironment is standardized Formal rules and daily schedulesFormal rules and daily schedules

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Goal of Total Goal of Total InstitutionInstitution

Re-socialization byRe-socialization byRadically changing an inmate’s personality Radically changing an inmate’s personality

by carefully controlling the environmentby carefully controlling the environment

ERVING GOFFMAN (1961)ERVING GOFFMAN (1961) Staff breaks down existing identityStaff breaks down existing identity

““Abasements, degradations, humiliations, and Abasements, degradations, humiliations, and profanations of self” Goffmanprofanations of self” Goffman

Rebuild personality using rewards and Rebuild personality using rewards and punishmentspunishments

Total institutions effect people in different Total institutions effect people in different ways: ways: rehabilitated, little effect or hostile, some rehabilitated, little effect or hostile, some develop an institutionalized personalitydevelop an institutionalized personality

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Are We Free Within Society?Are We Free Within Society?

Society shapes how we think, feel and act.Society shapes how we think, feel and act. If this is so, then in what sense are we free?If this is so, then in what sense are we free? ““Never doubt that a small group of Never doubt that a small group of

thoughtful, committed citizens can change thoughtful, committed citizens can change the world, indeed, it is the only thing that the world, indeed, it is the only thing that ever has.”ever has.”

--Margaret MeadMargaret Mead