SOCIALIZATION Chapter 4 SOCIALIZATION The process by which

SOCIALIZATION Chapter 4

SOCIALIZATION The process by which we learn to become members of society. We do so by learning rules and norms of the society we live. Socialization is a life-long process

PERSONALITY DEVELOPMENT Personality … Includes all the relatively stable patterns of thinking, feeling, and acting that distinguish one individual from another.

HEREDITY AND ENVIRONMENT OR NATURE VS. NURTURE Nature (heredity)- An individual’s personality is shaped primarily by heredity. Charles Darwin’s theory of natural selection emphasized instincts that were made up of inherited behaviors.

NURTURE Belief that an individual’s personality is made up of the environment they grow up in. Ivan Pavlov experimented with dogs and demonstrated that a dog could learn to associate the ringing of a bell with food and to salivate whenever it heard the bell, whether or not it saw food or not.

JOHN B. WATSON American psychologist who believed that he could train an infant to become anything he wanted- artist, lawyer, or thief- not matter what the child’s ability or ancestry.

SOCIOBIOLOGY The biological basis of social behaviors. Those who believe in sociobiology believe that even such varied cultural behaviors as ways of practicing religion or choosing mates are determined by biological factors.

YOU DECIDE…NATURE VS. NURTURE Divide up into two teams. You must choose a side, no middle ground here. Do you believe one’s personality is more based on nature or nurture. Your team must make an argument(s) of why you feel this way. Cite examples that you know or base it on what you have read.

BIRTH ORDER Research indicates that birth order does shape a child’s personality. How?

ONLY CHILD Appear to endure much pressure to achieve and excel. Tend to seek involvement in social institutions and take on leadership roles.

OLDEST CHILD Have many of the same traits as only children. More likely to be cooperative, cautious, and achievement oriented than their siblings.

LATER CHILDREN Tend to be better in social relationships and to be more affectionate, friendly, and creative than their siblings. They may not be as driven to achieve as oldest children. Normally show more sensitivity and value sense of humor.

PARENTS Many sociologists believe that the connection between mother and child begin before birth. Mother and Father play an important role as role models for children throughout their lifetime.

INFLUENCE OF CULTURE A society’s cultural environment may determine which personality traits are emphasized. What you wear, how you act, other things that shape your personality.

SENSE OF SELF

SENSE OF SELF Develops gradually over time. A child cries in reaction to a physical stimuli such as hunger, wetness and cold. Babies realize early on that when they make noise, they get a reaction.

JOHN LOCKE’S TABULA RASA John Locke’s theory that human babies are born with a blank slate and are shaped by socialization to be good or bad, optimistic or pessimistic, generous or selfish. No personality at birth, shaped by social experiences.

CHARLES COOLEY’S LOOKING GLASS SELF Our impressions of ourselves developed by interactions with other people. Social Psychologist Charles Cooley proposed that we learn who we are by interacting with others. Our view of ourselves, then, comes from our impressions of how others perceive us.

LOOKING GLASS SELF THREE STAGES You imagine how you appear to others. You then imagine how others judge you. (Do people think I am smart? ) You use these perceptions of others’ judgments to develop feelings about yourself.

MEAD’S ROLE TAKING American Sociologist George Herbert Mead based his role-taking theory on how social interactions shape personality. He felt the self emerges in three separate phases:

MEAD’S ROLE TAKING Preparatory Stage: Children merely imitate the people around them. Play Stage (around age 3) Children develop skills in using symbols-gestures, objects, and language that form the basis for communication. Begins the process of Role Taking … Developing the ability to pretend to be other people. Game Stage (around the age of 8 or 9) Children learn to respond to and understand the roles that others around them take. … Mead says the child has a sense of I and me.

SIGMUND FREUD Unconscious and Conscious Mind

PSYCHOANALYSIS A theory holding that unconscious childhood experiences and instinct-based drives largely shape personality and behavior. Freud believed that three parts of their personality were continually at war:

THE ID The most primitive and selfish part of human personality. Infants are born with an id that demands immediate fulfillment of biological needs. For example, the id controls hunger and physical discomfort, and a baby reacting to stimuli.

THE SUPER EGO Conscience Develops as a child goes through the socialization process. The superego is the internalized voice of society that has the job of telling the id “no. ”

THE EGO Develops last. It attempts to mediate between the selfish id and the societal demands of the super ego. Freud believed that the ego’s job is impossible, so constant conflict characterizes human personality.

PIAGET’S STAGES OF DEVELOPMENT

COGNITIVE DEVELOPMENT The changes over time in the way we think, learn, reason, and acquire language. Piaget believed this to happen in four main stages.

STAGE 1 Acquiring motor intelligence. From birth to age 2. Develops motor and sensory skills, such as moving hands to reach an object.

STAGE 2 Preoperational stage Children begin to use words and symbols to describe objects and ideas. Ages 2 to 7. Learn to communicate with others. Still very self-centered. Cannot understand volume, weight.

STAGE 3 Concrete Operational Stage From ages 7 to 12 Intelligence develops quickly. Abstract concepts such as love and death only have meaning in terms of specific concrete references such as “”Love is hugging Mommy and Daddy. ”

STAGE 4 Formal Operational Stage Adolescence Individuals begin to think abstractly and so are able to think about theories and questions of morality. In school, you are able to learn more complex mathematical operations and understand a difference between two ideologies, such as capitalism and socialism. They can reflect on self images and future plans.

AGENTS OF SOCIALIZATION

AGENTS OF SOCIALIATION Individuals or institutions that teach a society’s culture. Examples throughout life: … Family … Schools and daycare centers … Peer Groups … Mass Media

FAMILY Transmits attitudes, values, and norms. Strong and decisive Influence on gender roles, political views, religious practices, marriage and parenthood.

SCHOOLS AND DAYCARE CENTERS Transmit knowledge and life skills. Two types of information learned here: … Intentional from formal class setting, or curriculum … Unintentional from staff behavior and attitude and society connections made at school

PEER GROUPS Transmit how to behave in voluntary relationships. This socialization grows stronger with age. Includes playmates when a young child, friends when you are older, and eventually business relationships.

MASS MEDIA Transmit societal attitudes, values, and norms. Provides information of all kinds. Important to even children as children spend so much time watching television. Can shape attitudes about politics, influence style, regulate social expectations, and develop attitudes about violence.

SOCIALIZATION THROUGHOUT LIFE

ADOLESCENCE Between childhood and adulthood. Physically most are adults, but they are not allowed to take on many adult roles such as voting or going to war.

CHARACTERIZATIONS OF ADOLESCENCE Heightened importance of peers Increasing levels of responsibility Search for identity Conflicting pressures and concerns

EARLY AND MIDDLE ADULTHOOD All the socialization of childhood and adolescence pays off for people in many ways. It assists in developing and maintaining friendships and enhances communication skills.

EARLY AND MIDDLE ADULTHOOD Resocialization takes place in this period quite often. This is the altering of what we have learned earlier and learning new kinds of appropriate behavior.

MALE AND FEMALE LIFE PATTERNS Males and females have different experiences as they go through early and middle adulthood.

DANIEL LEVINSON Psychologist who developed the three development stages for males in early and mid-adulthood.

NOVICE PHASE 17 – 32 Years of age Stage where men leave home and achieve independence from parents. Explore more options in personal and workplace relationships. Often involves marrying, becoming a parent, and deciding on a career.

SETTLING DOWN PERIOD Generally from 33 to 39 years of age Focused on establishing oneself in society Men often are forming commitments to family, work, friendships and community all at the same time.

MIDLIFE TRANSITION From 40 to 44 Bridge between early and middle adulthood. Many men take stock of whether they have realized their dreams, or goals. Goals are often revised at these ages. Oftentimes at this age men become mentors, close advisors to younger people.

IRENE FRIEZE Focused her studies on adult female development Suggested women go through three phases in early and mid adulthood

FRIEZES’ THREE PHASES Leaving the family … Women leave the home and establish their own identities. … Emphasis is placed on marriage for many women in this phase, even many of those who choose to have a career … Even women who have a career, marriage plays a dominant role in their lives. Entering the adult world … Dual roles of career and marriage, particularly motherhood, place a strain on young women. … Many women have a break in employment when children are young, this is different than most men’s experiences. Entering the Adult World again … Usually around early to mid 30’s, due to having children.

JOBS AND THE WORKPLACE

WHAT DO YOU DO? The labor force consists of all people 16 and older who have paid jobs or are seeking employment. Most adults will work nearly 50 years throughout their lives

OCCUPATIONAL JOB CATEGORIES Managerial and Professional: … … … … … Business Executives Office and sales managers Store supervisors Doctors Lawyers Computer Specialists Editors Engineers Accountants

TECHNICAL, SALES AND ADMINISTRATIVE SUPPORT Laboratory technicians X-ray and imaging technicians Retail salespeople Secretaries

SERVICE OCCUPATIONS Teachers Social Workers Nurses

PRECISION PRODUCTION, CRAFT AND REPAIR OCCUPATIONS Plumbers Electricians Carpenters HVAC

OPERATORS AND LABORERS Jobs requiring manual, often repetitive, skills, most of which involve operating some type of machinery.

FARMING, FORESTRY, AND FISHING Small percentage of Americans hold these jobs today.

OLD AGE

OLD AGE: ITS ALL RELATIVE To young people, it may mean anyone over 30. To people in their 30’s, it may mean 60’s To people in their 60’s, it may mean 80. “ 50 is the new 30”

HOW DO WE DEFINE OLD AGE Decreasing activity Retirement from work Increasing problems with health

WORK AND RETIREMENT For most adults, work is their master status Transition to retirement can be very difficult Retirement satisfaction depends on many factors including: … Feelings of achievement, financial security, health concerns, and type of profession.

NEW EXPECTATIONS Some in retirement will expect to just have free time. Some in retirement will get part time jobs Some will take up new interests. Some become active in voluntary organizations

DEATH AND DYING The last stage of life is that stage that immediately precedes death. Everyone deals with death in different ways. A person’s health and religious beliefs are just a couple factors that influence how death is dealt with.

FIVE STAGES OF DEATH Elisabeth Kubler Ross … Outlined the five stages of death after a classical study of dying

STAGES OF DYING Denial- People ignore the truth that they are dying. Anger- “Why me. ” A reaction to knowing one is dying. Bargaining- Promising to live better and behave better if allowed to live. Depression- Feeling hopeless about the future. Acceptance- The sum total of one’s life experiences and the inevitability of death.