1. Socialization: Becoming Human and Humane
Chapter 4
Socialization:
Becoming Human
and Humane
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

2. Introduction
Socialization: the lifelong process of learning to become a member of the social world, including learning the values and beliefs of our culture
Interaction: the basic building block of socialization, through which a child is shaped into a human being and becomes a member of a society
Social self: the perceptions we have of who we are
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

3. Nature vs. Nurture The nature vs. nurture debate: The nature argument:
Which best explains the human self and human behavior—biology or socialization?
The nature argument:
Sociobiology (evolutionary psychology): claims our genes “wire” us for social behavior
The nurture argument:
Sociobiology is a reductionist theory
Social behaviors vary, are not hard-wired
Socialization is more important than genes
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

4. The Importance of Socialization
Children need human contact, affection, and interaction in order to fully develop
Evidence: Cases of isolated children
E.g., Anna, Isabelle, neglected orphans
Because these children were not socialized at the proper time, they experienced developmental disorders and could not be fully integrated into society
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

5. Socialization & the Social World
Most activities are part of the socialization experience:
Micro-level: e.g., parents, peer groups
Meso-level: e.g., schools, religious groups
Macro-level: e.g., national advertisements
Social importance of socialization
Organizations are dependent upon socialized people to help them survive
Lack of adequate socialization increases the likelihood of deviant behavior
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

6. Socialization & the Social World
Perspectives on Socialization
Micro-level:
Symbolic Interactionism: the development of the self
Meso- and Macro-levels:
Structural-functionalist perspective: various socializing agents support one another and society as a whole
Conflict perspective: various socializing agents have conflicting goals
Those in power ensure that others are socialized into supporting power structures which benefit elites
Most individuals have little power to decide their futures
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

7. Development of the Self: Micro-Level Analysis
Self: the perceptions we have of who we are, derived from our perceptions of the way others respond to us
The development of the self allows us to interact with others and function in the social world
We are not born with a self; its development begins in infancy
Biology and society both contribute to the development of the self
The self, our ability to be aware of ourselves as individuals, may be distinctive to humans
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

8. The Looking Glass Self
A symbolic interactionist theory of the self developed by Charles H. Cooley
The looking glass: “Each to each a looking-glass
Reflects the other that doth pass.”
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

9. Role-Taking
A symbolic interactionist theory of the self developed by George Herbert Mead
Role-taking allows us to view ourselves from the standpoint of others, from the outside
Once we can symbolically recognize objects, we can the view the self as an object
E.g., having a name allows us to see ourselves as objects separate from other objects
Reflexive behavior: ability to view oneself from the outside, as an object
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

10. Parts of the Self Mead’s parts of the Self:
The “I”: spontaneous, unpredictable, impulsive, acts without considering social consequences
The “me”: the reflexive part of the self, formed through role-taking, that knows the rules of society and attempts to control and direct the “I” into socially acceptable behavior
The “me” requires the ability to take the role of others, anticipating others’ reactions
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

11. Stages in the Development of the Self
Mead’s stages of development
Imitation: child observes and imitates others
Play: children play at taking the roles of significant others, but do not understand complex relationships
Game: children take the roles of multiple others concurrently & the role of the generalized other
Generalized other: a composite of social expectations
As behavior comes to be governed by abstract rules, children can enter into novel social arenas
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

12. The Self and Connections to the Meso Level
The Iowa School of symbolic interaction:
Our sense of self is rooted in our positions within social organizations and institutions
We develop a relatively stable core self, or sense of who we are regardless of immediate setting, based on our most important social positions
We have a vested interest in the preservation of the organizations and institutions that contribute to our social positions and sense of self
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

13. Socialization Throughout the Life Cycle
Socialization occurs throughout life …
Infancy
Childhood
Adolescence
Adulthood
Middle Adulthood
Retirement, the Elderly
Dying and Death
Rites of passage occur at most stages
Rites of passage: public celebrations or recognitions of passage from one status to another
Important because they impact others’ perceptions, self-perceptions, and expectations of the individual
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

14. The Process of Resocialization
Resocialization: the process of abandoning one or more social positions in favor of others that are more suitable for a newly acquired status
Resocialization may occur in a total institution, in which people are isolated from the outside world and lead bureaucratically regimented lives
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

15. Agents of Socialization
Agents of socialization: people, organizations, and institutions that enable us to learn the beliefs, values, and behaviors of our cultures
Micro-level: family, peer group, local organizations
Meso-level: educational, religious institutions; media
Formal: socialization is stated goal (e.g., the family)
Informal: socialization isn’t a stated goal but occurs anyway (e.g., the media)
Agents of socialization shift over the life course
Different agents’ messages may concur or conflict
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

16. Families: Micro-Level Socialization
Families use positive and negative sanctions to help teach children right and wrong
The number and type of sanctions shape the socialization process and the self
Family socialization differs by
Culture
Sub-culture
Number of children in the household and birth order
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

17. Social Class: Meso-Level Socialization
Social class: the wealth, power, and prestige rankings individuals hold in society
Social class and socialization: Parents socialize children to meet expectations of the social class into which they are born
Middle class: autonomy, creativity, self-direction
Working class: rule-following, respect authority
Class socialization in the family impacts later socialization in school
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

18. Electronic Media: Meso-Level Socialization
Electronic media as socialization agents: television, computers, internet, DVDs, video games, audio
Concerns:
Those who control the mass media can influence socialization within the home
What messages do these agents of socialization send to children?
What is the impact of children spending more time with media and less time with caregivers and peers?
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

19. Socialization and Macro-Level Issues
Socialization in a globalized world
Transnationalism: the situation of individuals or families who have national loyalty to more than one country, often a result of migration
May result in multiple and conflicting messages about appropriate behaviors
Global communications and events
May lead us to interact with diverse others, or solidify feelings of “we” vs. “they”
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.

20. Policy and Practice
Many policy questions and topics require understanding of socialization
Parenting and child-care
The education system
Retirement
Community development
Patriotism and global citizenship
Sociologists provide and interpret data for policymakers and try to solve problems by working with state agencies, consulting firms, and foundations
© Pine Forge Press, an Imprint of SAGE Publications, Inc., 2011.