© 2005 Pearson Education Canada Inc. Chapter 5 Socialization

© 2005 Pearson Education Canada Inc. Social Experience Socialization: The lifelong social experience by which individuals develop their human potential and learn patterns of their culture. Personality: A person’s fairly consistent patterns of thinking, feeling, and acting.

© 2005 Pearson Education Canada Inc. Human Development: Nature and Nurture Nature: The human life depends on the functioning of the body and heredity plays a part in intelligence, and personality characteristics. Nurture: Current values and behaviour are so different from grandparents (with whom we share genes) that learning must be essential. Social experience and the creation of culture is our nature.

© 2005 Pearson Education Canada Inc. Social Isolation Impact on nonhuman primates: Harlows’ experiments – Six months of complete isolation was enough to disturb development Impact on children: Anna, Isabelle, and Genie – Years of isolation left children damaged and after intensive rehabilitation effort only capable of approximating a normal life. – Anna was permanently damaged; Isabelle attended grade six at 14years; Genie’s language remained that of a child.

© 2005 Pearson Education Canada Inc. Sigmund Freud: Elements of Personality Basic human needs – Eros (bonding) and thanatos (aggression) as opposing forces Developing personality – The id: Basic drives – The ego: Works to achieve balance – The superego: Culture within Critical evaluation: Devalues women, but showed that childhood experiences are important

© 2005 Pearson Education Canada Inc. Jean Piaget: Cognitive Development Stages of development: Sensorimotor stage: Sensory contact of world Preoperational stage: Use of language and other symbols Concrete operational stage: Perception of causal connections in surroundings Formal operational stage: Abstract, critical thinking Critical evaluation: stages not followed by all cultures

© 2005 Pearson Education Canada Inc. Lawrence Kohlberg: Moral Development Stages of moral development: Preconventional: Children experience the world as pain or pleasure Conventional: Young people do what pleases parents and conforms to cultural norms Postconventional: Consider abstract ethical principles Critical evaluation: Some do not progress and stages were generalized from males

© 2005 Pearson Education Canada Inc. Carol Gilligan: Bringing in Gender Compared boy’s and girl’s moral reasoning Boys develop a justice perspective – Formal rules define right and wrong Girls develop a care and responsibility perspective – Personal relationships define reasoning Critical evaluation: Variation occurs in the shaping of women’s caring work across cultures

© 2005 Pearson Education Canada Inc. George Herbert Mead: The Social Self The Self: the part of an individual’s personality composed of self-awareness and self-image 1. Self develops from social interaction. 2. Social experience is the exchange of symbols. 3. Understanding intention requires imagining the situation from the other’s point of view. 4. By taking the role of the other we become self- aware.

© 2005 Pearson Education Canada Inc. Charles Horton Cooley The Looking-Glass Self Others represent a mirror in which we see ourselves. What we think of ourselves depends on what we think others think of us.

© 2005 Pearson Education Canada Inc. Mead’s I and Me The I is the subjective element of the self. As we take the role of the other, the me is the objective form of the self. All social experience has both components. – We initiate action (I-phase). – We continue based on how others respond (me-phase). Social experience is the interplay of the I and the me.

© 2005 Pearson Education Canada Inc. Mead’s Development of Self Imitation: Infant mimics behaviour without understanding Play: taking the roles of significant others Games: Taking the roles of several others at once Generalized other: Cultural norms and values we use in evaluating ourselves Critical evaluation: No biological component is included.

© 2005 Pearson Education Canada Inc. Erik H. Erikson: 8 Stages 1. Infancy: challenge of trust 2. Toddler: autonomy 3. Preschooler: initiative 4. Preadolescent: industriousness 5. Adolescent: identity 6. Young adulthood: intimacy 7. Middle adulthood: making a difference 8. Old age: integrity Critical evaluation: not everyone follows order

© 2005 Pearson Education Canada Inc. Agents of Socialization Family: teaches skills and values and places in social positions, e.g., sex, ethnicity, and class. School: teaches knowledge and skills, hidden curriculum, and bureaucracy. Peer Group: have interests, position, and age in common. It teaches the forming of relationships, the “generation gap” and fashions. (Cont’d)

© 2005 Pearson Education Canada Inc. Mass Media Impersonal communications aimed at a wide audience. Canadian children watch television well before they learn to read and the number of hours of viewing tends to increase with age Canadians watch mostly U.S. programs. Violence and mass media: concerns led to studies of the influence and promotion of a V-chip

© 2005 Pearson Education Canada Inc. Fig 5-3

© 2005 Pearson Education Canada Inc. Socialization and the Life Course Childhood (birth through 12) Care-free time, now the hurried child? Adolescence (the teenage years) Turmoil attributed to cultural inconsistencies Adulthood Early: 20-40, managing daily affairs Middle: 40-60, concerns over health, appearance, career, and family (Cont’d)

© 2005 Pearson Education Canada Inc. Socialization and the Life Course (Cont’d) Old age (mid-60s and older) Anti-elderly bias will diminish as proportion of elderly increases Leaving roles, demands new learning Dying Average life span is 79 years Culture will become more comfortable with death?

© 2005 Pearson Education Canada Inc. The Life Course: An Overview Each stage of life is linked to the biological process, but it is also a social construction Societies organize the life course by age, but other factors shape lives class, race, ethnicity, and gender People’s life experiences also vary depending on when, in the history of a society, they are born, hence Cohort: A category of people with a common characteristic, usually their age

© 2005 Pearson Education Canada Inc. Resocialization: Total Institutions Total Institution: A setting in which people are isolated from the rest of society and manipulated by an administrative staff. Three characteristics according to Erving Goffman 1. Staff supervise all daily life activities 2. Environment is standardized 3. Formal rules and daily schedules (Cont’d)

© 2005 Pearson Education Canada Inc. Resocialization: Total Institutions (Cont’d) Resocialization: Radically changing a person’s personality by carefully controlling the environment A two part process Staff tries to erode inmate’s autonomy and identity Staff rebuilds personality using rewards and punishments.