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UNIT 4: SOCIOLOGY – SOCIALIZATION & PERSONALITYLESSON 1: THE SCOPE OF SOCIOLOGY

(TEXT PGS: 112-116)

QUESTIONS: (I) What do sociologists study? (II) What are the main views of sociology? (III) What part do ethics play in sociological research?

(I) SCOPE OF SOCIOLOGY:

Two major social sciences that study human behaviour in broad social context:

SOCIOLOGY SOCIAL PSYCHOLOGYDEFINITION Scientific study of people in groups Study of individuals within their social and

cultural setting.

LOOKS AT

Relationship between people and the social structures they develop. (ex: Govt’s, family, school, etc)

- Examines how society influences human mental processes.- How it contributes to the development of individual behaviours & personalities

(II) APPROACHES TO SOCIOLOGY:

As with other disciplines, sociology has different schools of thought which look at it from different points of view.

SCHOOL STRUCTURAL FUNCTIONALISM

CONFLICT THEORY

SYMBOLICINTERACTIONISM

FEMINISTSOCIOLOGY

WHATLike parts of the body – different parts of society serve an overall purpose

Society is held together by power, not function.People competing for power

Focus on how individuals learn about their culture

Focus on women and gender inequality.

EXAMPLE Family – raising kidsSchool – knowledge

Fighting between rich and poor

A religious symbol has a one meaning to believers and other meanings to outsiders.

Gender discrimination,Equal pay in the workforce for genders

BELIEFS Social problems are temporary – like illness, can be cured over time.

Social change comes when

People internally motivated by what they’ve learned, not by extrinsic conditions

Examine social roles of men and women.

KEY FIGURE

Emile Durkheim (1858 – 1957)> Individuals identify with society as a whole.

Karl Marx (1818-1883)

Max Weber(1864-1920)> Put yourself in the place of those you study.

Dorothy Smith

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(III) SOCIOLOGICAL RESEARCH AND ETHICS:

> Recall inquiry model from unit 1 – when deciding what type of research to do, sociologists will ask themselves certain questions:

QUESTIONS:

> Who can provide the information? How many people will it involve?

> What kind of information is needed – detailed information about a situation or answers to specific questions? Are there relationships or variables between things of ideas that need to be determined?

> How much certainty or reliability is needed? For example, is statistical of descriptive information needed?

> How much research time is required? Does the study require observation over time to note change, or will one set of observations be enough?

> Is one case sufficient or is it better to sample a variety of situations?

Also – ASA (American Sociological Association) – Ethics need to be followedBelow are some examples of ASA ethics:

ASA ETHICS -- Researchers should:

> Be objective and honest.> Respect the privacy and dignity of their participant.> protect participants from personal harm.> Respect the confidentiality of their participants.> Disclose sources of financial support.> Not misuse their role as researcher.

In addition, researchers must follow laws and regulations pertaining to his/her jurisdiction, organization, and so forth.

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UNIT 4: SOCIOLOGY – SOCIALIZATION & PERSONALITYLESSON 2: WHAT IS SOCIALIZATION?

(TEXT PGS: 116- 118)

QUESTIONS: (I) What is socialization? (II) What roles do nature and nurture play in human development? (III) What happens when socialization does not occur?

(I) SOCIALIZATION:

Socialization – Learning to think and act in certain ways through social contact.

Socialization allows new members to learn the accepted ways of behaving within a specific culture.

(II) SOCIALIZATION – NATURE VS NURTURE:

As with other disciplines, the extent to which an individual’s development and behaviour is a product of nature (heredity) vs nurture( socialization/environment) is debated.

(a) CASE STUDY: Eerie World of Reunited twins (pg 116-117)(b)CASE STUDY: Isolated Children (pg 117-118)

(III) WHEN SOCIALIZATION DOES NOT OCCUR:

> Studies of children who have lived their first years of their lives with little or no contact from humans.

Isolates – Become physically, socially, and emotionally deprived.

CASE – GENIE ‘The Wild Child’

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UNIT 4: SOCIOLOGY – SOCIALIZATION & PERSONALITYLESSON 3: VIDEO – SECRETS OF THE WILD CHILD

(1) In November 1970, a young girl was found in Los Angeles who had been isolated by her father because he ___________________________

(2) Her father later __________________________ before he could be brought to trial.

(3) She was named “Genie” because she _______________________________

(4) She became part of an experiment to prove that ________________________

(5) One of her most enduring qualities was her _________________

(6) One of her explored her surrounding by using her ______________________Sense as if she were blind ____________.

(7) Her abnormal brain pattern showed that she was _________________________But the question remained as to whether this was due to _________ or to _________

(8) It was felt that she would get better if she _______________________

(9) In the 1800s, a young boy who had been wild for most of his life was found. His food preferences included: ________________.His indifference to cold seemed to indicate that ___________________

(10) The question arose as to what makes us human: Is it ________,

The ability to __________, or _________________________

(11) Chomsky argues that we acquire language because _____________________

And thus we have language because of ____________________

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(12) Others argue that there is a critical period after which ___________________

(13) When Genie stayed as a foster child in David Rigler’s home, she suffered

from ‘silent storms of rage’ and had to be taught to have _____________, to

__________ and to _____________, and finally how to turn her anger into

__________

(14) Genie did have the ability to use language to describe __________________

(15) Since Victor never really learned to ___________

David tried to teach Genie ____________

(16) It was argued that Genie was good at ___________________

And _____________, but she could not ________________________

(17) Her mother tried unsuccessfully to look after her but Genie ended up in

many foster homes where she was __________ and ___________

(18) At one point she was a focus of a lawsuit which claimed that she was

subjected to outrageous __________ which took priority over ___________

(19) Now Genie lives in __________________

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UNIT 4: SOCIOLOGY – SOCIALIZATION & PERSONALITYLESSON 3: VIDEO – SECRETS OF THE WILD CHILD (ANSWERS)

(1) In November 1970, a young girl was found in Los Angeles who had been isolated by her father because he was abusive

(2) Her father later commits suicide before he could be brought to trial.

(3) She was named “Genie” because she was locked up in a room and came out.

(4) She became part of an experiment to prove that you could learn language by a certain age.

(5) One of her most enduring qualities was her attitude, smile

(6) One of her explored her surrounding by using her tactile-feelingSense as if she were blind .

(7) Her abnormal brain pattern showed that she was underdeveloped but able to learn but the question remained as to whether this was due to a mental disability or to lack of learning.

(8) It was felt that she would get better if she was in a foster home .

(9) In the 1800s, a young boy who had been wild for most of his life was found. His food preferences included: meat.

His indifference to cold seemed to indicate that temperature sensitivity was learned (to a certain extent)

(10) The question arose as to what makes us human: Is it language

The ability to communicate, or _________________________

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(11) Chomsky argues that we acquire language because

We are taught and have principles of language, and thus we have language because of our genes (nature)

(12) Others argue that there is a critical period after which you can apply language learning(before teens)

(13) When Genie stayed as a foster child in David Rigler’s home, she suffered

from ‘silent storms of rage’ and had to be taught to have a fit, to

slam doors and to slam doors , and finally how to turn her anger into words .

(14) Genie did have the ability to use language to describe past events.

(15) Since Victor never really learned to talk David tried to teach Genie sign language

(16) It was argued that Genie was good at vocabulary and conveying messages, but she could not put sentences together (grammar)

(17) Her mother tried unsuccessfully to look after her but Genie ended up in

many foster homes where she was abused and punished

(18) At one point she was a focus of a lawsuit which claimed that she was

subjected to outrageous testing which took priority over Genie’s wellfare

(19) Now Genie lives in an adult care foster home in southern California.

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UNIT 4: SOCIOLOGY – SOCIALIZATION & PERSONALITYLESSON 4: AGENTS OF SOCIALIZATION

(TEXT PGS: 119- 126)

QUESTIONS: (I) What are the main agents of socialization? (II) What are the causes and effects of child abuse? (III) How does gender affect socialization? (IV) How do agents interact in the process of socialization?

(I) AGENTS OF SOCIALIZATION:

Agents of Socialization -- The types of social contacts and influences we experience.

(A) FAMILY:

The primary agent of socialization and the first that a person experiences.This is where basic values are learned.Children learn based on how they are raised – but also learn

(B) RELIGION:

This will play different roles for different people. It can be a source of comfort, peace, and spirituality. This, if present and strong in an individual’s life can be a powerful socialization agent.

(C) PEER GROUP:

By about age 2-3, children come into contact with their peers. Exposed to different personality types. What parents accept as ‘cute’ some peers may be less likely to put up with. Children start to conform. In fast paced changing societies, peer groups are more influential than parents. In slower changing ones, elders or more influential. (Reisman & Mead) As we move into adulthood, we have more freedom to choose our peers.

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(D) SCHOOL:

As well as knowledge & skills, we also learn about attitudes and behaviours.

(E) CULTURE:

Each human grows up in a unique environment Although there will be individual differences between people, certain traits, norms and values will be common across people within a culture.

Case study (pg 123) – Does culture influence socialization

(F) MEDIA:

Now due to wireless access, we can access information very quickly.

(II) CHILD ABUSE:

Some homes are not always positive. There are cases of abuse. Factors such as outside stress of work may contribute to abuse. In some cases, parents who were abused or neglected themselves may be more likely to abuse or neglect their own children.

(III) GENDER AND SOCIALIZATION:

Different expectations on boys and girls also influence behaviour.

Different ways that boys and girls are socialized affect thing such as career choice.

As with different discussions – there is the nature/nurture aspect which comes into play.

(IV) INTERACTION BETWEEN AGENTS OF SOCIALIZATION:

No agent of socialization acts in isolation. An old proverb “It takes a village to raise a child” Family, religion, culture, school, peer groups all play important roles.

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UNIT 4: SOCIOLOGY – SOCIOLIZATION AND PERSONALITYLESSON 5: PERSONALITY

(TEXT PGS: 127 - 134)

QUESTIONS: (i) How is personality defined? (ii) Which factors affect personality development? (iii) What are Piaget’s stages of cognitive development? (iv) What are Erikson’s psychosocial stages? (v) What is a healthy personality? (vi) How do you assess your own personality? (ENTRY)

(I) PERSONALITY :

Personality: A usual way of thinking, feeling, and acting that is unique to an individual.

(II) PERSONALITY DEVELOPMENT:

> Nature vs Nurture debate.> Many questions surround personality – such as “How are personalities formed”

(A) FREUD:

> Believed that the unconscious mind was the main force behind personality development> Through socialization, ego & superego develop to control basic drives & instincts of ID.> By interacting with others, child develops a balanced personality that satisfies needs, wants, and makes decisions appropriate to self and society.

(B) CHARLES HORTON COOLEY(1864-1929) – LOOKING GLASS SELF

> Sense of self is derived from others.> Other people’s reactions to show us who we are. (Like a mirror or ‘looking glass’)> We react to how important people in our lives view us and we develop a sense of pride or embarrassment.> Parents are our first ‘looking glass’

(C) GEORGE HERBERT MEAD & ROLE TAKING

> Self develops through three stages through social interactions with others.

(1) Prepatory Stage: Children imitate behaviour of people around them. (family)

(2) Play Stage: Children act out roles of adults (doctors, teachers, etc) – Begin to understand responsibilities.

(3) Game Stage: Children play group games, discover rules and roles and over time learn about expectations for every role.

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(III) PIAGET AND COGNITIVE DEVELOPMENT:

> Jean Piaget (1896 – 1980) looked at cognitive development – how people learn and use knowledge.> Development is influenced by both social and psychological factors.> Maintained that there are definite stages of mental development.

STAGE AGE CHARACTERISTICSSENSORIMOTOR

0-2 YRS- Learn about world through direct experience.

- No object permanence (out of sight, out of mind)PRE-

OPERATIONAL 2-7 YRS- Children can experience world mentally using forms of communication. - Can think about things not immediately experiencing- Continue to see things only from their point of view, difficulty seeing things from others perspective.

CONCRETE OPERATIONAL 7-11 YRS

- Can do complex operations and begin to think abstractly.- Need tangible physical objects to be present.- Can also see things from others point of view.

FORMAL OPERATIONAL Adolescence

+

- Can think abstractly (Think about ideas without objects present).- Use logic to support ideas.

> Stages are not as rigid as Piaget once thought.> May be achieved a little earlier through socialization at home and school.

(IV) ERIKSON’S PSYCHOSOCIAL STAGES:

> Development does not end after adolescence – it is a lifelong process.

> Erikson’s stages are psychosocial – They involve the interaction between the individual and society.

> Each stage in life has a different task or challenge. Successful completion at one stage allows individual to move to the next.

> Resolving the challenges at each stage leads to healthy personality development

SEE FIGURE 6-10 – ERIKSON’S STAGES OF DEVELOPMENT(PG 131) + HANDOUT

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Erikson's Psychosocial Stages Summary Chart

Erikson's Stages of Psychosocial Development

Stage Basic Conflict Important Events

Outcome

Infancy (birth to 18 months)

Trust vs. Mistrust

Feeding Children develop a sense of trust when caregivers provide reliabilty, care, and affection. A lack of this

will lead to mistrust.

Early Childhood (2 to 3 years)

Autonomy vs. Shame and

Doubt

Toilet Training Children need to develop a sense of personal control over physical skills and a sense of independence.

Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Preschool (3 to 5 years)

Initiative vs. Guilt

Exploration Children need to begin asserting control and power over the environment. Success in this stage leads to

a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a

sense of guilt.

School Age (6 to 11 years)

Industry vs. Inferiority

School Children need to cope with new social and academic demands. Success leads to a sense of competence,

while failure results in feelings of inferiority.

Adolescence (12 to 18 years)

Identity vs. Role Confusion

Social Relationships

Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a

weak sense of self.

Young Adulthood (19 to 40 years)

Intimacy vs. Isolation

Relationships Young adults need to form intimate, loving relationships with other people. Success leads to

strong relationships, while failure results in loneliness and isolation.

Middle Adulthood (40 to 65 years)

Generativity vs. Stagnation

Work and Parenthood

Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment,

while failure results in shallow involvement in the world.

Maturity(65 to death)

Ego Integrity vs. Despair

Reflection on Life

Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret,

bitterness, and despair.

SOURCE: (Cherry, 2013)

(V) HEALTHY PERSONALITY:

> Personality is one of the most commonly studied human qualities.

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> As far back as 2nd century, Greek physician Galen studied personality – split into four personality types.

Melancholic (Depressed, spiritless), Choleric (irritable, violent) , Phlegmatic (Calm, lazy), Sanguine (Optimistic, cheerful, loving)

Over time, different classifications have developed.

Carl Rogers believed that healthy people tend to like themselves and make decisions based on what is right for them.

> More concerned with self - evaluation than how others judge them.

SEE FIGURE 6-11 – PERSONALITY QUADRANT (PG 132)

MASLOW -- PERSONALITY TRAITS OF SELF ACTUALIZED (Pg 132)

> See things as they are, not as they wish.

> Accept themselves for what they are, even though they have some regrets.

> Think & behave independently, but conform in small matters.

> Have a task or mission in life rather than thinking primarily about themselves.

> Stick with what they think is right rather than be swayed by others.

> React with emotion to important life experiences.

> Have concern for and a sense of kinship with other human beings.

> Experience deep emotional ties with other people.

> Accept differences among people.

> Live according to definite moral or ethical standards.

> Have a sense of humour that is not unkind to others.

> Can see some of the faults or limitations of their own nature.

(VI) ASSESING YOUR PERSONALITY – MASLOW:

(Personality assessment – pg 133)

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BibliographyCherry, K. (2013). About.com. Retrieved 02 13, 2013, from Erikson's Psychosocial Stages Summary Chart:

http://psychology.about.com/library/bl_psychosocial_summary.htm