Social/Behavioral Socialization Outcomes Chapter 12 Social/Behavioral Socialization Outcomes

How do children learn how to treat one another? Prologue: How do children learn how to treat one another?

Do different cultures have an varying concepts of “goodness”? Why do some people behave like ogres in that they lie, cheat, steal, or kill? Is the “hero role” just for boys, or can girls assume it too?

Self-regulation/Behavior Self-regulation refers to the ability to regulate one’s impulses, behavior, and/or emotions until an appropriate time, place or object is available

Figure 12.1: An Ecological Model of Human Development. The child’s antisocial or prosocial behavior, gender role, and self-esteem are outcomes of his or her socialization. Fig. 12-1, p. 499

Self-regulation/Behavior Antisocial behavior: Aggression Development of aggressive behavior Biological theories (Freud, Lorenz) Learning theories (Bandura) Information processing Ecological Social cognitive theory

Table 12-1, p. 509

Self-regulation/Behavior Prosocial behavior Altruism – behavior that is kind, considerate, generous, and helpful to others Biological Learning (modeling, instruction, learning, by doing) Cognitive-developmental Social-interactional Cultural theories

Fig. 12-2, p. 518 Figure 12.2: Cooperation Board Game. Source: M. C. Madsen & A. Shapira (1970). Cooperative and competitive behavior of urban Afro American, Anglo American, Mexican American, and Mexican village children. Developmental Psychology 3(1), p. 17. Copyright © 1970 by the American Psychological Association. Reprinted by permission of the publisher. Fig. 12-2, p. 518

Table 12-2, p. 520

Morals Encompass an individuals evaluation of what is right and wrong Moral development – one’s moral code develops through social interaction and reflects one’s ability to distinguish and act on right and wrong

Morals Influences on moral development Several researchers believe that one’s moral code develops through social interaction (discussion, debate, and emergence of consensus)

Morals Situational context – the situation an individual is in often influences moral development

Morals Individual contexts Temperament Self-control Self-esteem Age/intelligence Education Social interactions Emotions

Table 12-3a, p. 524

Table 12-3b, p. 525

Morals Socialization contexts Family Peers School Mass media community

Gender roles A gender role refers to the qualities individuals understand to characterize males and females in their culture Development of gender roles-sex typing begins at birth

Figure 12.3: Theories of Gender Role Development. Fig. 12-3, p. 540

Gender roles Theories of gender role development Psychoanalytical theory (Freud) Social learning or social cognitive theory (Mischel, Bandura) Cognitive-Development theory (Kohlberg) Gender schema theory (Bem, martin, Halverson)

Gender roles Influences on the development of gender roles Family-individual differences in sex typing are influenced by parental involvement, maternal work status, and sex typing of parental roles within the home Peers-peers tend to reinforce gender stereotyping and to encourage sex segregation that leads to boys and girls differently

Gender roles School-research has found that teachers treat boys and girls differently Mass media-tends to portray gender stereotyped behaviors and expectations Community influences through its attitudes regarding what is appropriate behavior for males and females and the gender roles models it provides with whom children can identify