1. Copyright © 2010 Pearson Education, Inc. All rights reserved. Chapter 11: Parenting Roles and Child Socialization

2. Copyright © 2010 Pearson Education, Inc. All rights reserved. Good Parenting Varies according to context. Is often based on white, middle-class, Western norms. Is shaped by family strategies for survival.

3. Copyright © 2010 Pearson Education, Inc. All rights reserved. Motherhood and Fatherhood Parental Investment Theory-reproductive strategies that best increase the likelihood that genetic material will be passed on through offspring varies according to sex. Ethological Perspective-women bond more closely with children because they are the early providers of satisfaction for infants’ basic physical needs.

4. Copyright © 2010 Pearson Education, Inc. All rights reserved. Critiques of these Theories Men can perform expressive roles and women instrumental ones. Animal behavior shows that males and females use both strategies. Full-time care-giving fathers raise children who have strong and healthy attachments to both parents.

5. Copyright © 2010 Pearson Education, Inc. All rights reserved. Parent-Child Attachment Secure-comfort with a mix of proximity and distance, little exposure to risk. Insecure-resistant-parents distance themselves from children, exposing child to risk. Insecure-avoidant-parents are overly close to their children, and the child is angry when separation occurs. Disorganized-do not desire closeness; are not distressed by distance.

6. Copyright © 2010 Pearson Education, Inc. All rights reserved. Parenting Styles Authoritative-high expectations, high warmth. Authoritarian-high expectations, low warmth. Permissive/Indulgent-low expectations, high warmth. Indifferent/Uninvolved-low expectations, low warmth.

7. Copyright © 2010 Pearson Education, Inc. All rights reserved. Corporal Punishment Is the use of physical force to correct behavior. Must be viewed in a socio-cultural context, including: –Culturally prescribed meanings –Social structural variations

8. Copyright © 2010 Pearson Education, Inc. All rights reserved. Theories of Socialization Processes Learning/Behaviorist Psychoanalytic Child Development Symbolic Interaction

9. Copyright © 2010 Pearson Education, Inc. All rights reserved. Learning/Behaviorist Frame of Reference Assumes that the same principles of learning apply to humans as to other animals. Both classical conditioning (Pavlov) and operant conditioning (Skinner) explain learning as a conditioned response to external stimuli.

10. Copyright © 2010 Pearson Education, Inc. All rights reserved. Psychoanalytic Frame of Reference Stresses the importance of biological drives and unconscious psychic processes to personality formation. Freud Identified 5 Stages of Human Development: 1.Oral 2.Anal 3.Phallic 4.Latency 5.Genital

11. Copyright © 2010 Pearson Education, Inc. All rights reserved. Child Development Frames of Reference Erik Erikson viewed socialization as a lifelong process. He identified 8 stages of development. At each stage the individual must resolve a crisis brought on by physiological changes and a constantly changing social situation. Jean Piaget focused on the importance of cognition. He identified 4 stages of development. He argued that development is an ability to reason abstractly, think logically, and organize rules into complex structures.

12. Copyright © 2010 Pearson Education, Inc. All rights reserved. Erikson’s Eight Stages of Development Infancy–trust versus mistrust Early Childhood–autonomy versus shame and doubt Young Childhood–initiative versus guilt School Age–industry versus inferiority Adolescence–identity versus role confusion Young Adulthood–intimacy versus isolation Adulthood and Middle Age–generativity versus stagnation Old Age–integrity versus despair

13. Copyright © 2010 Pearson Education, Inc. All rights reserved. Piaget’s Four Stages of Intellectual Development Sensorimotor (birth to 18 months)–based on physical understandings of self and world. Preoperational (18 months to 7 years)–language acquisition and treatment of objects as symbolic. Concrete operational (7 to 12 years)–learns cause and effect, can manipulate tools and classify objects, understands permanence, considers others’ views. Formal operational (12 years and up)–develops ability to think abstractly, can develop alternative solutions to problems.

14. Copyright © 2010 Pearson Education, Inc. All rights reserved. Symbolic Interaction Frame of Reference This sociological perspective focuses on: –Symbols –Language –Internalized meanings It sees socialization as a lifelong process, developed through interaction.

15. Copyright © 2010 Pearson Education, Inc. All rights reserved. Symbolic Interaction Stryker Identified Four Basic Assumptions: 1.Humans must be studied on their own level. 2.The most fruitful approach to social behavior is through analyzing society. 3.The human infant at birth is asocial. 4.A socialized human being is both an actor and a reactor.

16. Copyright © 2010 Pearson Education, Inc. All rights reserved. Symbolic Interaction Development of a social self occurs through interaction with others. Significant others and reference groups are those that we psychologically identify with and seek acceptance from. Socialization stages and interaction processes provide us with a sense of self, others, and social relationships.

17. Copyright © 2010 Pearson Education, Inc. All rights reserved. Symbolic Interaction Very early experiences provide infants with their first sense of self, others, and social relationships. For most infants, the mother is the first, primary, and most significant other. The infant internalizes a sense of self-worth and self-image through repetitive interactions.

18. Copyright © 2010 Pearson Education, Inc. All rights reserved. Symbolic Interaction Mead asserted that individuals develop a mental construct, the generalized other, which allows people to see themselves from the standpoints of others. His model includes three Stages of Observation: 1.Preparatory stage–Children imitate others; 2.Play stage–Children take roles of others; and 3.Game stage–Children participate in games involving rules.

19. Copyright © 2010 Pearson Education, Inc. All rights reserved. Socialization in Adolescence Adolescence is a period of active engagement in: –Sex role identification –Interaction with the opposite sex –Participation in new social activities –Acquisition of vocational skills –Increasing independence from parents –A new sense of self-reliance For teens, school and peer groups are central sources of reference, interaction, and identity.

20. Copyright © 2010 Pearson Education, Inc. All rights reserved. Gender Identity and Sex-Role Socialization Sex refers to the biological condition of being male or female. Sex Roles refer to social expectations associated with biological sex. Gender is the totality of being male or female. Gender Roles are social expectations associated with being masculine or feminine (and may not correspond with one’s sex). Gender Identity refers to the way one perceives or defines oneself.

21. Copyright © 2010 Pearson Education, Inc. All rights reserved. Gender Identity and Sex Role Socialization Sexual and gender identity formation are developmental processes. These processes do not always involve an orderly sequence of stages. Identities change as a result of: –Available social constructs; –The socio-political landscape; and –One’s own position in that landscape.

22. Copyright © 2010 Pearson Education, Inc. All rights reserved. Female–Male Differences Males and Females Differ: –Normatively –Attitudinally –Behaviorally –Physically The belief that sex differences are innate provides ideological justification for a system of sex stratification.

23. Copyright © 2010 Pearson Education, Inc. All rights reserved. Sex Role Socialization Children learn appropriate sex roles early in life through interaction with others. Sex-typing persists in adulthood. Gender Roles are Reinforced in: –Home –School –Workplace –Religious organizations –Mass media

24. Copyright © 2010 Pearson Education, Inc. All rights reserved. Single Parenting At any given time, 30% of children live in single parent households. Single parent households are more likely to be headed by mothers than fathers. Mother-only families are much more likely to be poor, to have higher levels of stress, and to have lower levels of social integration. Single-parent fathers typically have higher levels of education, are in the labor force, and are better situated economically.