Socialization Definition -An all encompassing educational process from which values, goals, beliefs, attitudes, roles appropriate actions are acquired -Process by which people become familiar with and adapt themselves to the interpersonal relationships of their social world. -Process by which we learn the ways of our society - The general process of acquiring another culture (enculturation as anthropologists call it)

A stage where children develop ideas about themselves and about those with whom they interact. Affects the overall cultural practices of a society. Shapes the images that we hold of ourselves. It is a two-way process. Most crucial phase is the earlier years where a person’s sense of self, social identity and relationship with others are shaped. Language is acquired. Fundamentals of culture learned. Personality takes shape. But socialization continues throughout the life course.

Important in the process of personality formation. Socialization moulds human personality in particular directions by encouraging specific beliefs and attitudes and providing experiences. As one grows, one enters new statuses, learns appropriate roles, acquires new experiences. This accounts for differences between common personality types in societies which would alter one’s expectations, beliefs and personality

At each stage, individual must adjust to new sets of social expectation. Socialization influences how we express our emotions and what emotions we feel Occurs through human interactions from - people most important in our lives - people we see on the street, TV, films and magazine

Types of Socialization - primary - secondary -developmental - anticipatory

Views on the process of socialization Charles H. Cooley *Human development socially created. Sense of self develops from interaction with others. It’s a lifelong process with stages of development with formal rites of passage We learn who we are by interacting with others

*Developed the term “looking-glass self”. Three steps involved namely: *Imagining how one looks at others *One interprets others’ reactions *One develops a self-concept *Favorable reflection in the social mirror results in a positive self-concept and vice-versa *A misjudgment of others’ reactions influences one’s self-concept

George Mead *Known for his theory of the self *Children only able to take the role of those close to them (significant others) and as the self develops, of the generalized others (norms, values, attitudes and expectations of people in general) Erving Goffman coined the term impression management that our daily activities involve attempts to convey distinct impressions of who we are

Coined the stages of the self namely: The preparatory stage. -Children imitate those around them. -As they grow, begin to understand symbols, start using gestures, objects and words that become a means of communication.

The play stage -Become more aware of social relationships. -Play role of specific people role-playing or mentally assuming the perspective of another. They react and respond to that role The game stage -Begin to consider several tasks and relationships -Start to understand their own social positions and those of others

Attitudes, expectations, norms, values, viewpoints of the generalized others influences children. A deeper understanding of their environment takes place. Distinguished the “I” from the “me” in the development of the self. “I” being the subjective, active, creative part of the social self. “Me” being the objective part that is attitudes acquired through interactions with others.

Self and mind are social products. Society gives the symbols through the language. Without symbols, one cannot think. Jean Piaget *Four stages in the development of cognitive skills ( acquiring knowledge by reasoning, intuition, perception) namely: *Sensorimotor stage where understanding is limited to direct contact with the environment (touching, listening, seeing)

*Preoperational stage where the ability to use symbols esp. language allows them to experience things without direct contact. *Concrete operational stage where reasoning abilities become more developed. But still not matured enough to understand truth *Formal operational stage where abstract thinking develops. Starts to understand rules. Knows how to solve problems

Lawrence Kohlberg *Identified a sequence of stages in the development of morality namely: -Amoral stage where a child does not know what is right or wrong -Preconventional stage ( 7-10 years old) where a child starts to follow rules to avoid punishments or to gain something -Conventional stage the child follows the norms and values of the society (approved by the society)

-Post-conventional stage abstract principles of right and wrong used to judge behaviors. Give example of stealing drugs to save the wife Sigmund Freud *Focuses on the interplay of conscious and unconscious forces. Inborn and unconscious motivations shape human behaviours *Believes that personality consists of three elements namely id (inborn desires), ego and superego -Id fulfillment of basic needs such as food, desires (infant) -

-Through parents and other adults, the individual comes to internalize appropriate norms, values, feelings Ego a balance between the needs of id and the demands of society -Superego is the social conscience internalized from social groups giving feelings of shame, guilt, pride and satisfaction.

Socialization within a particular society determines emotions. Emotions include anger, fear, happiness, sadness, surprise. It varies with gender, social class and culture. Agents of Socialization Family/Parents -Most important especially in early years

-Crucial early socialization done informally and primarily by women and girls (mothers, siblings, female relatives, women teachers, baby-sitters ) -Provide a sense of self, motivation, instill values and beliefs -Children given personal attention. Degree of attention depends on the size of the family. -Socialization through the family gives diversity to the society

-Parents unconsciously convey society’s expectations to their children. -This socialization also depends on the social class and occupational differences of the family Neighborhood affects children’s development. Religions influences morality (dress, speech, manners)

Schools perform many manifest functions for the society instilling positive skills and values (intended). -Schools also serve several latent functions (unintended). They are outside the direct control of parents, relatives, friends. Exposed to new people, new values and ways of looking at the surrounding

-Schools have concealed and overt curriculum. Some values are not explicitly taught but inherent in schools. Messages are indirectly conveyed through stories (about patriotism etc). Peer Group -Exposed through formal education -Enables children to resist the efforts of parents and schools to socialize them the right or desired way.

-Peer group important rule to conform or be rejected. Standards of peer group dominate one’s live. Sports powerful socializing agents. Children taught physical skills and values. Workplace as an agent of socialization for adults. Teaches skills, matching attitudes and values. Involve in anticipatory socialization preparing for the actual role. Mass Media powerful socializing agent

Feral Children Lost or abandoned by parents and raised by animals. Secluded from human society from early age. Act like animals. Early close interaction healthy for human development. Leads to development of intelligence, cooperative behaviour and friendliness. Adjustments becomes difficult the longer and more severe the isolation

Perspective on Socialization 1.Functionalist -Individuals become socialized when norms and values are inculcated in children. As they grow, other values are instilled such as tolerance, patience, understanding -These keep the society going. Individuals engage in economic functions for the family

2. Conflict -Too much socialization done by the parents. Regard this as harmful. -Parents become very possessive thus denying the children their rights 3. Interactionist or Symbolic Perspective -Not concerned whether +ve or –ve -More concerned how children develop their ‘self’ as a result of socialization with the people around them

Socialization through the life course -A lifetime process -Divided into different stages namely: 1.Childhood (birth to 12 years) -In industrialized society, children are viewed as tender and innocent. -Parents guide them in their physical, emotional and social development. Provide them the basic needs, comfort, care and protection -Stresses the basic knowledge and values of society

2.Adolescence (13-17) -To be better placed and quest for knowledge increased demand for education. -Suffer inner turmoil and thus leads them to develop own sense of identity, standards different from adults such as clothing, hairstyles, language, music 3.Young Adulthood (18-29) -Extended education. Adult responsibilities postponed -Stresses on synthesis, creativity, logic, emotional control

4.Young Adulthood (18-29) -Extended education. Adult responsibilities postponed -Stresses on synthesis, creativity, logic, emotional control, advanced knowledge, reality, practicality -Different environment and surroundings such as institutions, groups or organizations

5.The Middle Years (30-65) -Early Middle Years (30-49) Surer of oneself. Goals in life met. But jolts experienced (jobless, divorce). Most trying period -Later Middle Years (50-65) Different view of life. Past, present future emerges. Coming to terms with life. For some importance given to health and mortality. But to some the most comfortable and meaningful.

6. Older Years (66 and above) -The Early Older Years Being made more comfortable with improvement in nutrition, health care, economic standing. Extension of middle years. Many socially active. -The Later Older Years Growing frailty, succumbed to illness and finally death

Social significance of life course is how it is shaped by social factors namely the time period one is born, social location, one's social class, gender and race Socialization is powerful. But we are not prisoners of socialization. We have the dynamic self. We use our mind to reason things out and make choices.

Resocialization Process of learning new values, norms, attitudes and behaviours Occurs each time we learn something entirely different from our previous experiences. Total institutions – prisons, concentration camps, mental hospitals, religious cults, boarding schools. Individuals cut off from the rest of society. Strictly under the rules of the institution.

Given new identity. Fingerprinting, balding, forced to wear uniform. Old identity stripped. Forms of control – isolation from outside influences, activities supervised, previous roles, values and norms suppressed.