Sociology

Socialization

The Key to our humanity

Socialization

Get Notes outline Get books Read introduction on pg. 118

Social Experience: The key to our Humanity

SocializationLifelong social experience by which people

develop their human potential and learn culture

Social Experience is also the foundation for PersonalityPerson’s fairly consistent patterns of acting,

feeling, and thinking.Built by internalizing our surroundings

Nature vs. Nurture

18th c. debate over importance of two in shaping human behavior

Nature: helped by “Darwinism”Thinking that human behavior is instinctive

or “simply our nature”Examples: Capitalism displays instincts of

“human competitiveness”, some people are “born criminals”, women are “emotional.”

This view increased Ethnocentrism….why?

Nature vs. Nurture

Nurture: Mmmmm…..tastes so good!Idea that behavior is not instinctive but learned“Socialization”Doesn’t deny biology, just that people are also

developed based on their culture/surroundingsTo develop, people must have the opportunity

and challenges needed to stimulate themselves

Social Isolation Experiments Primates: Harlow’s experiments http://www.youtube.com/watch?v=tlJS8LeLWjs

Findings• Primates benefited from closeness and nurturing• Long-term isolation is irreversible

Isolated Children Read Stories

Importance Social experience is crucially important in development

of personality People/primates can recover from short-term isolation

but there is still an unknown line causing permanent damage

Lesson Closing

Task #1Read article over Harlow

• Write a reaction paragraph to the article on how it relates to Nature v. Nurture and Socialization

Bell Work

Write a reaction to the Article read yesterday about Harlow and his experimentsWere they ethical? How important were they?

What did they discover? What did you learn?How is it related to Nature v Nurture

Freud’s Elements of Personality

Two opposing forcesPersonality is shaped by these two opposed

forces creating an inner tension• Eros: The life instinct

• Instinctual need (at birth) for sexual/emotional bonding

• Thanatos: The death instinct• Aggression drive for survival

Model of Personality• Combined basic needs w/ influence of society into 3

part model

Model of Personality

Id: Human beings basic drives Unconscious and demands immediate satisfaction Self-centered id opposed by society

Ego: Persons conscious efforts to balance innate demands of id w/ demands of society Helps to avoid frustration by approaching world

realistically Superego: Cultural values and norms internalized by

an individual. Acts as conscience; develops as child becomes aware

of parental demands and understands to take cultural norms into account

Freud

Read Section: pgs. 121-122 Id and Superego will remain in Conflict but in a

well-adjusted person the ego manages these two forces

Critical ReviewIdeas that we internalize norms and childhood

experiences have lasting importance are critical today

Some of work reflects sexist bias and is hard to scientifically test

Jean Piaget: Cognitive Dev. 4 Stages of Development (Read thru section)

Sensorimotor Stage• Level of human development in which individuals experience the world

only through sensory contact Pre-Operational Stage

• Level of human development at which individuals first use language and other symbols

Concrete Operational• Level of human development at which individuals first see causal

connections in their surroundings Formal Operational

• Level of human development at which individuals think abstractly and critically

Critical Review Showed human beings ability to shape social world is gradual and

results from both biological maturation and social experience May not apply to all people in a society (traditional)

Lesson Closing

Get w/ 6 o’clock partnersWrite/Perform a skit that demonstrates the three

principles of Id/Ego/SuperEgo Either pictionary, charades, or skit one of four

stages of development!Graded on work time spendCandy for People who can correctly guess the

proper levels or principles End of Lesson: Go Over 2nd Q Projects

Bell Work Present Skits/Charades Right Away What are the two opposing forces Freud talks of

Eros: Life Instinct; need for emotional bonding Thanatos: Aggression for survival

What are the 3 parts of Freud’s personality model? Id, Ego, SuperEgo

What is socialization Lifelong social experience by which people develop their

human potential and learn culture What do the studies of social isolation show us?

The crucial importance of social experience in personality development or importance of nurture

Lawrence Kohlberg: Moral Development

Pre-conventional Young children experience world in terms of pain and pleasure. What is “right” is what feels right

Conventional Teen years; Right/wrong based on what pleases parents and

conforms to cultural norms Post-conventional

Move beyond society’s norms to consider abstract and ethical principles

Critical Review Important b/c it presents moral developments (right/wrong) in

distinct stages (like Piaget) But theory based on research of only males

Gilligan: The Gender Factor

Boys vs. Girls Boys have a justice perspective, relying on rules to

define right/wrong Girls have a Care and responsibility perspective, judging

a situation w/ an eye toward personal relationships Critical Review

Important b/c it enhance our understanding of gender issues

Doesn’t really address the issue of the origins of the differences

Lesson Closing

Look at picture and read caption on pg. 126

Task #2 Answer Your Turn pg. 126 Task #3 Read/Answer Thinking about

diversity, pg. 124

Bell Work

Get Books/Folders Share Task #2 Go over Answers to Task #3

Mead: The social Self

The Self “POPCORN!!” Is a dimension of personality composed of an

individuals self-awareness and self-image Emerges from social experience (interaction) This social experience is based on exchange of

symbols and their meanings Understanding intentions requires imagining the

situation from the others view Looking Glass Self

Dev. By associate that means we view ourselves as others see us.

Mead: The social Self

Self has a dual nature: By taking the role of the other we become self-awareOne part of self is the subject;

active/spontaneous (I)Another part is the object, the we imagine

others see us. Mead said all social experience has both

We do an action ( I-phase) and continue based on how others respond (me-phase)

Mead: The social Self

Development of the Self (Stages) Look at Figure 5-1 pg.125

ImitationPlay, in which children take the roles of

significant others (playing mom/dad)Games, where they take the role of several

other people at the same timeAcquisition of the generalized other, defined as

widespread cultural norms/values used as references in evaluating selves

Mead: The social Self

Critical ReviewImportant: Showed that symbolic

interaction is the foundation of both self and society

Criticized for ignoring the role of biology

Lesson Closing: Create a Chart

Theorist Concepts/ Ideas Importance Criticisms

Freud

Piaget

Kohkberg

Gilligan

Mead

Erikson

Bell Work: Fill in Chart

Theorist Concepts/ Ideas Importance Criticisms

Freud

Piaget

Kohkberg

Gilligan

Mead

Erikson

Erickson: 8 Stages

Development occurs thru-out life by facing 8 Challenges

1. Infancy: Challenge of Trust (Trust vs. Mistrust)• Trust in world being safe

2. Toddlerhood: Challenge of Autonomy• (Doubt vs. Shame) Coping skills

3. Preschool: Challenge of Initiative• (Initiative vs. guilt) Learn to engage surroundings

4. Preadolescence: Industriousness vs. Inferiority• Proud of accomplishments or lack of

Erickson: 8 Stages

5. Adolescence: Identity vs. Confusion Looking to est. an identity

6. Young Adulthood: Intimacy vs. Isolation Need to form/maintain relationships

7. Mid. adulthood: Diff. Maker vs. self-absorption Contributing to lives of others in family/world

8. Old Age: Integrity vs. Despair Looking back w/sense of integrity/happiness

Erikson: 8 Stages

Critical ReviewViewed personality formation as a

lifelong process (think socializations def.)

Not everyone confronts challenges in exact order; and not clear if failure in one means failure later on!

Lesson Closing

Task #5?Watch Video over socialization

• The Way We Live: Fitting In: Socialization 0:27:19

Write 4-5 Things you learned that you either sort of agreed w/ or disagreed with

Bell Work

5 Minutes to finish up Chart information Finish Video: 13:30

Task #4:Write 4-5 Things you learned that you either sort of agreed w/ or disagreed with

Socialization

What is it again? Lifelong social experience by which people develop their

human potential and learn culture Agents of Socialization

While every social experience has some impact, some familiar are especially important

Family: Most important to most people• Learning can result from intentional teachings and from the

environment that adults create for child• Socialization w/in the family varies greatly across race/color

lines

“Popcorn” read Race and Class Section (128)

Lesson Closing

Task # 6 Read Supplemental Lecture Material

The Cycle of Generations• Answer 2 Questions

Task #7 Think of at least 2 children's games or toys and

write a paragraph on how they illustrate the Socialization of appropriate social identities in children.

• Bring Game or toy tomorrow for extra-credit• Will share your answers tomorrow

Bell Work

Finish any of reading (Task 6) Finish up any thoughts on Children’s game

Task #7 Present Task #7 Examples (games/toys)

Agents of Socialization

School: Introduces students to being evaluated according to universal standards Join w/ family in socializing children into gender roles Schools also have a hidden curriculum

• Helps to learn important cultural values• Examples: Sports develop strength/skills, drama/speech develop

speaking skills, school organization teaches bureaucratic rules (time, order, discipline)

Read Applying Sociology and answer in folders Task #8

Agents of Socialization

Peer Groups: Members have interests, social positions, and age in commonAllows children to learn how to form relationships

on own; leading into Anticipatory socialization• Process of social learning directed toward gaining a

desired position.

Read Last paragraph of pg.130 and think to yourself of examples around you, or of you

Agents of Socialization

Mass Media: Impersonal communications directed at a vast audience. Television/internet esp. important todayT.V. provokes loads of criticism from both

liberals and conservativesLarge share of U.S. adults are concerned about

extent of mass media violence Read all of Mass Media portion pg. 131

Lesson Closing

Task #9: Squares socialization ActivityBoth Participation points and gradeNeed to write a reflection on how this activity

showed principles of Socialization!• Think about what you had to learn, conform to, etc• Due at end of period

Bell Work

Finish Game Have 1st 5 ?s on back of notes ready to

answer5 minutes

Go over answers

Socialization & Life course Childhood

Not grounded or founded in biology but in the culture of that society

Became increasingly separate phase of life w/ industrialization

Becoming shorter today • (read last paragraph pg.133)

Adolescence “Buffer” zone b.t childhood/adulthood Period of social/emotional turmoil reflecting culture Time of social contradictions

• Not a child anymore, but not yet respected as an adult; confusing?

Task #10

Read In the times pg. 134Answer ?s as task #10

Socialization & Life course

Adulthood: Divided into several stagesEarly: up to age 40; Working toward goals set

earlier in life• Often managing day to day affairs w/ conflicting

priorities• Parents, partner, children, schooling, work, etc

Middle: 40-60• Characterized mostly by reflectiveness• Men/women face different challenges: aging, success,

health, family/personal lives

Lesson Closing

Read Supplemental Lecture material“Socialization of Children”

• Answer 2 ?s for task #11

Task #12: Read/Answer ?sThinking about Diversity pg. 136

Bell Work

Task #12: Read/Answer ?sThinking about Diversity pg. 136

Work on #1-6 in packet!!!!!!!

Socialization and Life Course

Old Age (Read Section) Later years of adulthood and final stage of life itself Diff. Societies attach diff. meanings

• Traditional=elderly valued• Industrial= Elderly devalued b/c seen as out of touch

U.S. currently seeing increase in this population• “Baby Boom”

Opposite exp. Of growing up; leaving roles that provided social identity and satisfaction

Socialization and Life Course

Death and DyingElisabeth Kubler-Ross described death as

having 5 stages• First faces death w/denial• Anger; sees death as an injustice• Negotiation; imagines avoidance thru bargaining• Resignation; depressive acceptance• Acceptance; no longer fearful, accepts fate and finds

peace.Recent trends have seen an openness w/death

• Financial planning and the taking off of art. Life support are good examples

Life Course: Patterns/Variations

Although linked to biological process of aging, characteristics in each stage are socially constructed

Each stage presents characteristic problems and transitions that involve learning something new

General patterns relating to age are always modified by social variables like class/race/gender

People’s life experiences vary depending on when they were born. Cohort is a category of people w/common characteristic, usually age

Re-socialization: Total Institutions

Total InstitutionsSetting in which people are isolated from the rest

of society and manipulated by an administrative staff

Purpose of Total Institutions is resocializationRadically altering an inmate’s personality through

control of the environment Two Stage process

Staff breaks down new inmate’s existing identityStaff tries to build a new self; thru env. control

Lesson Closing

Task #13: Read/Answer ?sThinking it through pg. 138

Task #14: Read/Answer ?sCohorts or Generations in supplemental

lecture material