1. Chapter 4
Socialization

2. Chapter Outline Why Is Socialization Important Around the Globe?
Social Psychological Theories of Human Development
Sociological Theories of Human Development

3. Chapter Outline Agents of Socialization
Gender and Racial-Ethnic Socialization
Socialization Through the Life Course
Resocialization
Socialization in the Future

4. Socialization
The lifelong process of social interaction through which individuals acquire a self identity and the physical, mental, and social skills needed for survival in society.
Socialization is the essential link between the individual and society.

5. Why Socialization Is Important
Teaches us ways to think, talk and act that are necessary for social living.
Ensures that members of society are socialized to support the existing social structure.
Allows society to pass culture on to the next generation.

6. How Much Do You Know About Early Socialization and Child Care?
True.
Full-day child care typically costs between $4,000 and $10,000 per child per year, which is as much or more than tuition at many public colleges and universities.

7. Human Development Each of us is a product of two forces:
Heredity- “nature”
the social environment -“nurture.”
Biology dictates our physical makeup.
The social environment largely determines how we develop and behave.

8. Freud’s Theory of Personality

9. Freud’s Theory of Personality
Human development occurs in three states that reflect different levels of personality: Id
Ego
Superego

10. Erikson and Psychosocial Development: 8 Stages
According to Erikson, each stage is accompanied by a crisis that involves transitions in social relationships:
Trust versus mistrust (birth to age one).
Autonomy versus shame and doubt (1 to 3).
Initiative versus guilt (3 to 5).
Industry versus inferiority (6 to 11).

11. Erikson and Psychosocial Development
Identity versus role confusion (12 to 18).
Intimacy versus isolation (18 to 35).
Generativity versus self-absorption (35 to 55).
Integrity versus despair (maturity and old age).

12. Piaget’s Stages of Cognitive Development
Sensorimotor stage (birth to age 2) - children understand the world through sensory contact and immediate action.
Preoperational stage (age 2 to 7) - children begin to use words as symbols and form mental images.

13. Piaget’s Stages of Cognitive Development
Concrete operational stage (7 to 11) - children think in terms of tangible objects and events.
Formal operational stage (12 and up) - adolescents begin to think about the future and evaluate different courses of action.

14. Kohlberg’s Stages of Moral Reasoning
Preconventional level (7 to 10) Children’s perceptions are based on punishment and obedience.
Conventional level (10 to adult) People are concerned with how they are perceived by peers and how one conforms to rules.

15. Kohlberg’s Stages of Moral Reasoning
Postconventional level (few adults reach this stage) People view morality in terms of individual rights; “moral conduct” is judged by principles based on human rights that transcend government and laws.

16. Gilligan’s Stages of Female Moral Development
Stage 1: A woman is motivated primarily by selfish concerns.
Stage 2: She recognizes her responsibility to others.
Stage 3: She makes a decision based on a desire to do the greatest good for self and for others.

17. Self-concept
Self-concept is the totality of our beliefs and feelings about ourselves.
Four components make up our self-concept:
the physical self (“I am tall”)
the active self (“I am good at soccer”)
the social self (“I am nice to others”)
the psychological self (“I believe in world peace”)

18. The Looking-Glass Self
Stage 1: We imagine how we look to others:

19. The Looking-Glass Self
Stage 2: We imagine how other people judge the appearance that we think we present:

20. The Looking-Glass Self
If we think the evaluation is favorable our self-concept is enhanced.

21. The Looking-Glass Self
If we think the evaluation is unfavorable our self-concept is diminished.

22. Mead and Role-taking The self is divided into “I” and “Me”:
“I” represents the unique traits of each person.
“Me” is composed of the demands of others and the awareness of those demands.
“I” develops first. “Me” is formed during three stages of self development.

23. Mead’s Three Stages of Self-Development
Preparatory Stage (up to age 3) Children prepare for role-taking by imitating the people around them.
Play Stage (3 - 5) Children begin to see themselves in relation to others.

24. Mead’s Three Stages of Self-Development
Game Stage (early school years) Children understand their social position and the positions of those around them. Children become concerned about the demands and expectations of others.

25. Agents of Socialization
Family
Peer Group
School
Mass Media

26. Peer Groups
A peer group is a group of people who are linked by common interests, equal social position, and (usually) similar age.
Peer groups function as agents of socialization by contributing to our sense of “belonging” and our feelings of self-worth.
Peer groups provide children with an opportunity for successful adaptation to situations such as gaining access to ongoing play, protecting shared activities

27. Functionalist Perspective: Functions of Schools
Teach students to be productive members of society.
Transmit culture.
Social control and personal development.
Select, train, and place individuals on different rungs in society.

28. Conflict Perspective: Schools
Experiences depend on social class, racial–ethnic background, gender, and other factors.
Children learn to be neat, punctual, quiet, wait their turn, and remain attentive to their work.
Schools socialize children for later roles in the work force.

29. Media As Socializing Agents
Inform us about events.
Introduce us to a variety of people.
Provide an array of viewpoints on current issues.
Make us aware of products that will supposedly help us.
Entertain us.

30. Gender Socialization
The aspect of socialization that contains specific messages and practices concerning the nature of being female or male in a specific group or society.
Important in determining what we think the “preferred” sex of a child should be and in influencing our beliefs about acceptable behaviors for males and females.

31. Racial Socialization
The aspect of socialization that contains specific messages and practices concerning the nature of one’s racial or ethnic status as it relates to :
personal and group identity
Intergroup and interindividual relationships
position in the social hierarchy

32. Socialization Through the Lifecourse
Each time we experience a change in status (becoming a college student or getting married), we learn a new set of rules, roles, and relationships.
Before we achieve a new status, we often participate in anticipatory socialization, the process by which knowledge and skills are learned for future roles.

33. Occupational Socialization
Sociologist Wilbert Moore divided occupational socialization into four phases:
Career choice.
Anticipatory socialization (learning aspects of the occupation before entering it).
Conditioning and commitment (learning the occupation and committing to it).
Continuous commitment (remaining committed even when problems arise).

34. Social Devaluation
When a person or group is considered to have less social value than other persons or groups.
Social devaluation is especially acute when people are leaving roles that have defined their sense of social identity and provided them with meaningful activity.

35. Resocialization
Learning a new set of attitudes, values, and behaviors.
Resocialization is voluntary when we assume a new status of our own free will.
Involuntary resocialization occurs against a person’s wishes and generally takes place within a total institution.
Military boot camps, jails, concentration camps, and some mental hospitals are total institutions.