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Section 1: The importance of Socialization Chapter Preview Section 1: The importance of Socialization Section 2: Socialization and the Self Section 3: Agents of Socialization Section 4: Processes of Socialization Chapter Menu

Chapter Preview · Section 1 The Importance of Socialization (pages 110–114) Socialization is the cultural process of learning to participate in group life. Studies have shown that animals and human infants who are deprived of intensive and prolonged social contact with others are stunted in their emotional and social growth. Chapter Preview 1

Chapter Preview · Section 2 Socialization and the Self (pages 115–120) Symbolic interactionism offers the most fully developed perspective for studying socialization. In this approach, the self-concept is developed by using other people as mirrors for learning about ourselves. Chapter Preview 2

Chapter Preview · Section 3 Agents of Socialization (pages 121–127) During childhood and adolescence, the major agents of socialization are the family, school, peer group, and mass media. The family’s role is critical in forming basic values. Schools introduce children to life beyond the family. In peer groups young people learn to relate as equals. The mass media provide role models for full integration into society. Chapter Preview 3

Chapter Preview · Section 4 Processes of Socialization (pages 128–132) Desocialization is the process of having to give up old norms. Resocialization begins as people adopt new norms and values. Anticipatory socialization and reference groups are concerned with voluntary change as when moving from one life stage to another. Chapter Preview 4

Chapter Preview-End

Socialization is the cultural process of learning to participate in group life. Without it, we would not develop many of the characteristics we associate with being human. Studies have shown that animals and human infants who are deprived of intensive and prolonged social contact with others are stunted in their emotional and social growth. Section 1-Preview

socialization Section 1-Key Terms

Section 1-Polling Question How important to you is interacting with others on a daily basis? A. Very important B. Somewhat important C. Not very important D. Not important at all A B C D Section 1-Polling Question

Socialization and Personality Socialization is the cultural process of learning to participate in group life through cultural transmission. Harry Harlow experimented with monkeys to show the importance of affection, intimacy, and warmth. Section 1

Which of the following is a result of socialization? A. A man holding a door open for a woman B. Using chopsticks to eat food C. Sitting quietly in class D. All of the above A B C D Section 1

Case Studies on Isolated Children: Anna and Isabelle Anna and Isabelle show that the personal and social development associated with being human is acquired through intensive and prolonged social contact with others. Section 1

Do you agree or disagree with the following statement: Social development requires prolonged social contact with others? A. Agree B. Disagree C. Not sure A B C Section 1

Section 1-End

All three theoretical perspectives agree that socialization is needed if cultural and societal values are to be learned. Symbolic interactionism offers the most fully developed perspective for studying socialization. In this approach, the self-concept is developed by using other people as mirrors for learning about ourselves. Section 2-Preview

self-concept looking-glass self significant others role taking imitation stage play stage game stage generalized other “me” “I” Section 2-Key Terms

Section-Polling Question Which group would you consider as a reflection of yourself? A. Friends B. Classmates C. Siblings A B C Section-Polling Question

The Functionalist and Conflict Perspective on Socialization Functionalism stresses the ways in which groups work together to create a stable society. The conflict perspective views socialization as a way of perpetuating the status quo. Section 2

B. Conflict perspective C. Neither A person accepts his family’s social class, and thus preserves the class system. What is this an example of? A. Functionalism B. Conflict perspective C. Neither A B C Section 2

Symbolic Interactionism and Socialization Key concepts of symbolic interactionism: The self-concept—your image of yourself as having an identity separate from other people. The looking-glass self—we use other people as mirrors to reflect back what we imagine they think of us. Section 2

Symbolic Interactionism and Socialization (cont.) The looking-glass self is a three-step process: We imagine how we appear to others. We imagine the reaction of others to our appearance. We evaluate ourselves according to how we imagine others have judged us. Section 2

Symbolic Interactionism and Socialization (cont.) Significant others are the people whose judgments are most important to our self concepts. Role taking allows us to see ourselves through the eyes of someone else. Section 2

Symbolic Interactionism and Socialization (cont.) This is a three stage process: Imitation stage Play stage Game stage Section 2

Symbolic Interactionism and Socialization (cont.) The generalized other is an integrated conception of norms, values, and beliefs of one’s community or society. Self equals “I” (unlearned, spontaneous acts) versus “Me” (predictability and conformity learned through socialization). Socialization and Mass Media Section 2

A. The looking-glass self B. Significant others C. Role taking Obsessing over the way certain people at school may view the way you dress is an example of which concept? A. The looking-glass self B. Significant others C. Role taking D. The generalized other A B C D Section 2

Section 2-End

During childhood and adolescence, the major agents of socialization are family, school, peer group, and mass media. The family’s role is critical in forming basic values. Schools introduce children to life beyond the family. In peer groups, young people learn to relate as equals. The mass media provide role models for full integration into society. Section 3-Preview

hidden curriculum peer group mass media Section 3-Key Terms

Section 3-Polling Question From the list below, what influences your life the most? A. Parent or parents B. School C. Peer groups D. Mass media A B C D Section 3-Polling Question

The Family and Socialization Within the family, the child learns to: Think and speak Internalize norms, beliefs, and values Form some basic attitudes Develop a capacity for intimate and personal relationships Acquire a self-image Section 3

From the list below, who are the most influential people in you life? A. Parent or parents B. Other relatives C. Friends D. Teachers A B C D Section 3

Socialization in Schools The hidden curriculum teaches children: discipline order cooperation conformity Section 3

Socialization in Schools (cont.) These characteristics are required for success in the adult world of work. Section 3

Which hidden curriculum influences you the most? A. Discipline B. Order C. Cooperation D. Conformity A B C D Section 3

Peer Group Socialization A peer group is composed of individuals of roughly the same age and interests. In peer groups, children gain experience in: Conflict, competition, and cooperation Self direction Independence from adults Developing close ties with friends outside the family Section 3

Do you think peers or family have more influence on children? A. Peers B. Family A B Section 3

The Mass Media and Socialization Mass media are means of communication designed to reach the general population, such as television, newspapers and the radio. Section 3

The Mass Media and Socialization (cont.) Positive effects: The display of role models Exposure to ideas about the values in their society Negative effects: Exposure to violence Availability of Television Section 3

Which is an example of mass media? A. Television B. Newspaper C. Internet D. All of the above A B C D Section 3

Section 3-End

Symbolic interactionism views socialization as a lifelong process Symbolic interactionism views socialization as a lifelong process. Desocialization is the process of having to give up old norms. Resocialization begins as people adopt new norms and values. Anticipatory socialization and reference groups are concerned with voluntary changes, such as moving from one life stage to another. Section 4-Preview

anticipatory socialization reference group total institutions desocialization resocialization anticipatory socialization reference group Section 4-Key Terms

Section 4-Polling Question Which do you think is the greatest change in a person’s life? A. Working for a living B. Getting married C. Having children A B C Section 4-Polling Question

Desocialization and Resocialization Total institutions—places where residents are separated from the rest of society. The purpose of these places is to desocialize and then resocialize people. Rates of Imprisonment Section 4

Desocialization and Resocialization (cont.) Desocialization—the process by which people give up old norms, values, attitudes, and behaviors. Resocialization—the process in which people adopt new norms, values, attitudes and behaviors. Section 4

A B C Which is NOT an example of a total institution? A. Military B. Prison C. College A B C Section 4

Anticipatory Socialization Anticipatory socialization is the process of preparing (in advance) for new norms, values, attitudes and behaviors. A group of people will use a reference group to evaluate themselves and acquire attitudes, values, beliefs, and norms. Section 4

How is anticipatory socialization different from desocialization and resocialization? A. It’s a voluntary process. B. There is advance preparation. C. All of the above A B C Section 4

Section 4-End

Figure 4.1

Rates of Imprisonment This map shows the number of prisoners with sentences of more than one year per 100,000 U.S. residents. Source: U.S. Department of Justice, Bureau of Justice Statistics, 2005. Snapshot

Availability of Television Source: The World Bank, 2005 World Development Indicators. World View

socialization the process of learning to participate in a group Vocab 1

self-concept an image of yourself as having an identity separate from other people Vocab 2

looking-glass self an image of yourself based on what you believe others think of you Vocab 3

significant others those people whose reactions are most important to your self-concept Vocab 4

role taking assuming the viewpoint of another person and using that viewpoint to shape the self-concept Vocab 5

imitation stage Mead’s first stage in the development of role taking; children begin to imitate behaviors without understanding why Vocab 6

play stage Mead’s second stage in the development of role taking; children act in ways they imagine other people would Vocab 7

game stage Mead’s third stage in the development of role taking; children anticipate the actions of others based on social rules Vocab 8

generalized other integrated conception of the norms, values, and beliefs of one’s community or society Vocab 9

“me” the part of the self formed through socialization Vocab 10

“I” the part of the self that accounts for unlearned, spontaneous acts Vocab 11

hidden curriculum the informal and unofficial aspects of culture that children are taught in school Vocab 12

peer group set of individuals of roughly the same age and interests Vocab 13

mass media means of communication designed to reach the general population Vocab 14

total institutions places in which people are separated from the rest of society and controlled by officials in charge Vocab 15

desocialization the process of giving up old norms, values, attitudes, and behaviors Vocab 16

resocialization the process of adopting new norms, values, attitudes, and behaviors Vocab 17

anticipatory socialization the voluntary process of preparing to accept new norms, values, attitudes, and behaviors Vocab 18

reference group group whose norms and values are used to guide behavior; group with whom you identify Vocab 19

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