1. Chapter 3 - Socialization February 20, 2015

2. https://www.youtube.com/watch?v=TWubtUnSfA0 http://www.telegraph.co.uk/news/9028479/Couple-raise-child-as-gender- neutral-to-avoid-stereotyping.html http://www.nj.com/mercer/index.ssf/2015/02/princeton_university_to_tr ansition_single-stall_ba.html

3.  Individuals and groups that influence our orientation to life, our self-concept, emotions, attitudes, and behaviors. NAME SOME…

4.  Family  Social Class  Neighborhood  Religion  Day Care  School and Peer Groups  Workplace…

5.  Motivations  Values  Beliefs  Sense of Self – who we are  Strong or weak, smart or dumb, etc… PERSONAL EXAMPLE: “Puppies and Kitties”

6.  Prepare children for the life that you predict that they will have – occupation related  Working Class:  keep out of trouble  tend toward physical discipline  Expect to be supervised  Middle Class  Develop curiosity, self-expression, self- control  Tend toward reasoning with child for discipline

7.  Children from poor neighborhood are more likely to get in trouble with the law, become pregnant, drop out of school, and even to have worse mental health as an adult  Children from more affluent neighborhood keep a closer eye on children than residents of poor neighborhood

8.  Provide a foundation (values plus doctrine) for morality for religious people and non- religious people  2 out of 5 people report that they attend church services  Learn about clothing, speech, and manners for formal occasions  Provide sense of belonging  Help integrate immigrant to society and offer social mobility  Influence for social change

9.  Study in 1999 (and was duplicated in 2006): day care children regardless of quality of daycare, social class, or gender:  Have weaker bonds with mothers and are less affectionate to them  Less cooperative with others and are more likely to fight / be mean  More likely to talk back to teachers  BUT…Children did score higher on language tests

10.  Patricia and Peter Adler (1998) – observed elementary schools  Children separate themselves by gender  What made boy popular:  athletic ability, coolness, toughness (high grades lowered statuses)  What made girls popular:  family background physical appearance (clothing and makeup) and ability to attract popular boys (high grades elevated status) THINK ABOUT HIGH SCHOOL

11.  Anticipatory socialization  Learning to play a role before entering it  Rehearsal for future activity  Talk to people who work in the career  Read novels about the career  Internships  Prepares our self concept

12.  Resocialization  Learning new norms, values, attitudes, and behaviors to match their new situation in life  Examples: A nun, a man just divorced, someone who left the military  Can be mild (new boss) or extreme (joining AA)

13.  Erving Goffman (1961)  Coined the term referring to being cut off from society and totally under control of the officials in charge  Examples?  Boot camp  Prisons  Concentration camps  Convents  Religious cults  Military schools  Enter with a degradation ceremony to strip identity and put a new one in place

15.  Life Course: Stages of life from birth to death  Children (birth to age 12)  Used to be about terrorizing to create obedience  Ex. Kids witnessing executions (Bravehart)  Pre-middle ages and in middle ages – age 7 was common age for boys to leave home to take work/ girls took on household tasks until marriage  Industrialization allowed children to go to school  Adolescence (age 13-17)  SOCIAL INVENTION FROM THE INDUSTRIAL REVOLUTION – WHY???  Education is important  Tribes initiate into adulthood, etc.

16.  Life Course: Stages of life from birth to death  Transitional Adulthood (age 18-29)  “adultolescence”  Free from control of parents but many do not support themselves  Continue to “find themselves”  College students, young in careers, full time jobs, engage in courtship, get married, and go into debt  Middle Years (age 30-65)  Early Middle Years (age 30-49)  More sure of themselves and goals in life  Common in this time – divorce and loss of a job  Time of: too little time, too many demands, too little sleep

17.  Life Course: Stages of life from birth to death  Later Middle Years (age 50-65)  Health issues and mortality as body changes  Shift of thought of time since birth to time left to live  Caring for children and ailing parents  Job security and higher standard of living  Older Years (65 on)  Transitional older years – begin to understand new life that is old age  Retirement (average 63 / some later at 75)  Feel time closing in  Later Older Years (75 on or maybe 85 on…???)  Growing frailty and illness