Chapter 3: Socialization Objectives: What is meant by gender socialization and how the family, media, and other agents of socialization teach children to act masculine and feminine based on their sex. Describe some of the gender messages in the family and mass media and discuss how these messages contribute to social inequality between men and women. List the major agents of socialization in American society. Define the term ‘resocialization’ and provide examples.

Twenty Statement Test What were some of your responses to the TST? Why do you think you answered the 20 questions that way? What might influence those answers?

Socialization into Gender Gender Socialization: the ways in which society sets children into different courses in life because they are male or female. Family are first to teach symbolic division of gender (ie: pink/blue; Barbie/GI Joe) Peers are also powerful influences in developing gender socialization Mass media also reinforces gender roles: the behaviors and attitudes considered appropriate because one is a female or a male. --advertising, tv, movies, video games

Assignment… Find one example of gender socialization in an advertisement/TV show/Movie and email it to me (or if it is a paper ad…bring it to me) and write a paragraph to go with it about how it promotes gender socialization and your opinion on gender socialization. Email: mlewis@pleasanthillschools.com

Agents of Socialization Agents of socialization: people or groups that affect our self-concept, attitudes, behaviors, or other orientations toward life Agents: --Family --Neighborhood --Religion --Day Care --School --Peer Groups --Sports and Competitive Success --Workplace

Family first group to have impact develops sense of self values and beliefs gives us idea of who we are and what we deserve out of life Studies have found that social class status determines how parents treat children at play --working class: more likely to set limits and use physical punishment --middle class: develops curiosity, self- expression and self-control and more likely to reason with children

Neighborhood Poor Neighborhood—more likely to get in trouble with the law, become pregnant, to drop out of school and end up facing a disadvantaged life Affluent Neighborhoods—watch out of children better, know the children and parents, help to keep children out of trouble

Religion helps develop values in society extends to many aspects of life teaches not only beliefs, but also ideas about what kinds of dress, speech, and manners are appropriate for formal occasions.

Day care defined as: any care other than by the mother—including care by other relatives and the father Children who spend more hours in day care have weaker bonds with their mothers --they are more likely to fight, to be cruel, and to be “mean” Children who spend less time in day care are more cooperative and more affectionate to their mothers --this hold true regardless of quality of day care, social class, or gender of child Positive side: children in day care have higher language skills

The School provides latent functions (unintended consequences) for socialization children learn a broader perspective that allows them to see beyond the family and it values Reflect and reinforce social class, economic and political systems (ie: rich kids go to private school, learn skills that “match their position”; blue collar kids are less likely to take college prep classes) Example of school as socialization agent: Page 82, Cultural Diversity

Peer Groups Peer Group standards tend to dominate our lives (ie: music, clothing, etc) Kids typically separate themselves by sex and develop group norms --The norms that made boys/girls popular: --boys: athletic ability, coolness, toughness --girls: family background, physical appearance (clothing/makeup), ability to attract popular boys

Sports and Competitive Success Powerful socializing agent Teaches not only physical skill, but also values (ie: teamwork) Boys: gain stature in masculinity = more prestige among peers --encouraged to form instrumental relationships—those based upon what you can get out of them Girls: socialized to construct their identities on meaningful relationships, not competitive success --this is starting to change (sports becoming more apart of girls socialization)

The WOrkplace learn not only skills, but also different perspectives of the world The more you participate in a job, the more it becomes part of your identity. _________________________________ Twenty Statement Test (TST)…looking back at your answers, do you think your socialization by these agents influenced your answers?

Resocialization Resocialization: the process of learning new norms, values, attitudes, and behaviors. Can occur each time we learn something contrary to our previous experiences (ie: a new boss that does things differently) Can also be very intense (ie: joining AA or a cult)

Total Institutions and Degradation ceremonies Total Institutions: a place in which people are cut off from the rest of society and are almost totally controlled by the officials who run the place (ie: Prison) Degradation Ceremony: term coined by Garfinkel to describe an attempt to remake the self by stripping away an individual’s self-identity and stamping a new identity in its place. (ie: perp walk, having hair cut