Chapter 3 - Socialization February 20, 2015

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 Individuals and groups that influence our orientation to life, our self-concept, emotions, attitudes, and behaviors. NAME SOME…

 Family  Social Class  Neighborhood  Religion  Day Care  School and Peer Groups  Workplace…

 Motivations  Values  Beliefs  Sense of Self – who we are  Strong or weak, smart or dumb, etc… PERSONAL EXAMPLE: “Puppies and Kitties”

 Prepare children for the life that you predict that they will have – occupation related  Working Class:  keep out of trouble  tend toward physical discipline  Expect to be supervised  Middle Class  Develop curiosity, self-expression, self- control  Tend toward reasoning with child for discipline

 Children from poor neighborhood are more likely to get in trouble with the law, become pregnant, drop out of school, and even to have worse mental health as an adult  Children from more affluent neighborhood keep a closer eye on children than residents of poor neighborhood

 Provide a foundation (values plus doctrine) for morality for religious people and non- religious people  2 out of 5 people report that they attend church services  Learn about clothing, speech, and manners for formal occasions  Provide sense of belonging  Help integrate immigrant to society and offer social mobility  Influence for social change

 Study in 1999 (and was duplicated in 2006): day care children regardless of quality of daycare, social class, or gender:  Have weaker bonds with mothers and are less affectionate to them  Less cooperative with others and are more likely to fight / be mean  More likely to talk back to teachers  BUT…Children did score higher on language tests

 Patricia and Peter Adler (1998) – observed elementary schools  Children separate themselves by gender  What made boy popular:  athletic ability, coolness, toughness (high grades lowered statuses)  What made girls popular:  family background physical appearance (clothing and makeup) and ability to attract popular boys (high grades elevated status) THINK ABOUT HIGH SCHOOL

 Anticipatory socialization  Learning to play a role before entering it  Rehearsal for future activity  Talk to people who work in the career  Read novels about the career  Internships  Prepares our self concept

 Resocialization  Learning new norms, values, attitudes, and behaviors to match their new situation in life  Examples: A nun, a man just divorced, someone who left the military  Can be mild (new boss) or extreme (joining AA)

 Erving Goffman (1961)  Coined the term referring to being cut off from society and totally under control of the officials in charge  Examples?  Boot camp  Prisons  Concentration camps  Convents  Religious cults  Military schools  Enter with a degradation ceremony to strip identity and put a new one in place

 Life Course: Stages of life from birth to death  Children (birth to age 12)  Used to be about terrorizing to create obedience  Ex. Kids witnessing executions (Bravehart)  Pre-middle ages and in middle ages – age 7 was common age for boys to leave home to take work/ girls took on household tasks until marriage  Industrialization allowed children to go to school  Adolescence (age 13-17)  SOCIAL INVENTION FROM THE INDUSTRIAL REVOLUTION – WHY???  Education is important  Tribes initiate into adulthood, etc.

 Life Course: Stages of life from birth to death  Transitional Adulthood (age 18-29)  “adultolescence”  Free from control of parents but many do not support themselves  Continue to “find themselves”  College students, young in careers, full time jobs, engage in courtship, get married, and go into debt  Middle Years (age 30-65)  Early Middle Years (age 30-49)  More sure of themselves and goals in life  Common in this time – divorce and loss of a job  Time of: too little time, too many demands, too little sleep

 Life Course: Stages of life from birth to death  Later Middle Years (age 50-65)  Health issues and mortality as body changes  Shift of thought of time since birth to time left to live  Caring for children and ailing parents  Job security and higher standard of living  Older Years (65 on)  Transitional older years – begin to understand new life that is old age  Retirement (average 63 / some later at 75)  Feel time closing in  Later Older Years (75 on or maybe 85 on…???)  Growing frailty and illness