CHAPTER 3: SOCIALIZATION

SOCIOLOGY: PERIOD 1 & 7MR. RIZZO

WHAT IS SOCIALIZATION

Socialization is the term sociologists use to describe the ways in which people learn to conform to their society’s norms, values, and roles.

How people learn to behave according to cultural norms—the way they learn their culture, makes possible the transmission of culture from one generation to the next.

NATURE vs NUTURENATURE

Human behavior is the product of a person’s heredity, which is determined at birth and is thus beyond human control. Many of our characteristics, abilities, and personality traits are dictated by our biological equipment, innate intelligence, and hormonal make-up

NUTUREThe nurture position

argues that human beings are flexible and adoptable and that human behavior is determined by the learning and social contact that people experience as they mature.

FERAL CHILDRENFeral means “wild”Over the centuries, reports have showed that

these children were abandoned at a young age and raised by animals…

1700-”the wild boy of Aveyron”Studied and found that he walked on all

fours, pounced on smaller animals, and ate meat uncooked….

Most social scientists dismiss the significance of feral children taking the position that animals can’t raise children

However, nobody is quite sure.

It poses the question that if we were untouched by society, would we be “feral”?

Isolated ChildrenExample: Isabelle (discovered in a dark attic

living with her mute mother)Proves that humans have no natural

language. (Isabelle was unable to speak because she was never taught to)

After a few months, Isabelle was able to speak in short sentences.

Within a year, she could do basic addition and tell stories after hearing them.

Institutionalized Children Institutionalized Children

Skeels and Dye Study: 1930 Study of Orphanages “Genie” (13 year old who was locked away

in a small room for years) Without human interaction, intelligence is

limited and ability to create bonds with people is difficult.

Demonstrates the importance of early interaction for human development

Deprived AnimalsStudies of monkeys

(Margaret Harlow 1962) raised in isolation have reached similar results.

Intimate physical contact (“cuddling”) with “terrycloth mother” showed that it had an impact.

The longer and more severe the isolation, the more difficult adjustment becomes.

Society Makes Us HumanBabies do not “naturally” develop into human

adults; although their bodies grow, human interaction is required for them to acquire the traits we consider normal

The process by which we learn the ways of our society, through interaction with others, is socialization.

Cooley and “Looking Glass-Self”Charles Horton Cooley- 1864-1929Symbolic InteractionistSaid that our sense of self develops from

interaction from othersCalled “looking glass self” to describe how

people develop

This contains 3 elements….

1. We imagine how we appear to those around usEx: we may think that others look at us as

witty or dull

2. We interpret other’s reactionsEx: Do they like us for being witty? Am I liked

for being dull?

3. We develop a self-concept (“social mirror”)Ex: We develop feelings about ourselves.

Case Study: 5 sentence minimum response.A 10-yr old child has been isolated in his basement

since infancy. Although his basic needs such as food and water were taken care of, he was also given blankets and an occasional bath. However, he has had no social contacts or interaction.

What disabilities may this child have?What would doctors need to do (socially,

emotionally, educationally) with this child?If given the best care, what would the prognosis

be for this child?

George Mead & Role Taking1. Symb. Interactionist who stated that play is

crucial to the development of a self.2. Children learn to take the role of the other

(put themselves in someone else’s shoes)3. Young children will take the role of

significant others (parents or siblings)4. As they get older, they take on more roles

and learn to “take the role of the group as a whole”.

Mead’s 3 Stages 1. Imitation: Children under 3 can only mimic others.

They do not have the sense of self at this age.

2. Play: Age 3-6, children “pretend” to take the role of specific people. Ex: firefighter, wrestler, Batman, Superman, etc.

3. Games: Occurs early school years. This is organized play, or team games. Ex: baseball, basketball, etc.

**Use your personal life and explain how the “play” and “games” stage occurred in your world.

Jean Piaget & Development for Reasoning4 stages of developing cognitive skills:

1. Sensorimotor Stage: (0-2 age) Understanding is limited to direct contact

2. Preoperational Stage: (2-7) develop the ability to use symbols

3. Concrete Operational Stage (7-12): can understand numbers, causation, and take roles. But Truth??

4. Formal Operational Stage: (12 +) capable of abstract thinking

Lawrence Kolberg & Morality4 Stages:

1. Amoral (beginning): no right or wrong, just personal needs.

2. Preconventional (7-10): learned rules, and follow them to stay out of trouble.

3. Conventional (10 +): follow norms and values they learned.

4. Post-conventional: most people don’t reach. Refers to individuals reflecting on abstract principles.

Carol Gilligan1. Studied differences between males and

females and how they view morality

2. Found that females tend to evaluate morality in terms of relationships and how actions affect others

3. Males think in terms of right or wrong.

Sigmund FreudPersonality consists of 3 elements

1. Id: demands basic needs

2. Ego: needs of the Id and demands in society

3. Superego: social conscience….result of interactions with social groups. (guilt when we break norms, pride when we follow them)

EmotionsPaul Ekman concluded that everyone experiences 6

basic emotions:

1. anger2. disgust3. fear4. happiness5. sadness6. surprise***Expression of emotion varies between gender,

social class, and culture

Socialization into GenderSociety nudges boys and girls in separate

directions from an early ageParents begin the process:

Ex: mothers unconsciously reward female children for being passive and dependent and their male children for being active and independent

Mass media reinforce society’s expectations of gender

GOLDBERG & LEWIS STUDY:MOTHERS BROUGHT 6 MONTH OLD INFANTS

INTO LAB TO BE STUDIED-FOUND MOTHERS KEPT THEIR DAUGHTERS CLOSER TO THEM THEN MALES-TOUCHED THEIR DAUGHTERS MORE THAN SONS-BY 13 MONTHS, GIRLS WERE STAYING CLOSER TO MOTHERS-BARRIER DIVIDED MOMS AND CHILDREN-GIRLS MORE LIKELY TO CRY

Mass Media1. Ads: portray stereotypes such as males

being dominant and rugged and females as sexy and submissive

2. Television: Male characters outnumber females and are more likely to be portrayed in higher status positions

Women’s sports on television??

Victoria Secrets, Cheerleaders, Cleaning product commercials, etc.

Agents of Socialization1. Parents: send subtle messages to children

about society’s expectations

2. Neighborhood: some are better for children to grow up in than others (ghetto vs golf course development)

3. Religion: influences morality but also the ideas about dress, speech, and manners (2 out of 5 Americans attend religious services on Sunday)

4. Daycare: the more time children spend in daycare, the weaker the bonds between mother and child??? More likely to get in trouble…

5. Schools: serve manifest & latent functions functions.Manifest (intended): teaching skills and values

found to be appropriate for societyLatent (unintended): Peer groups---standards of peer

groups tend to dominate the lives of kids because it is almost impossible to go against the group

6. Sports: Kids are taught physical skills and values. Also, teaches masculinity…the more successful, the more masculine….

7. Workplace: we learn skills, but also matching values and attitudes