1. CHAPTER 5 Socializing the Individual
Sociology
4/24/2017
CHAPTER 5 Socializing the Individual
Section 1: Personality Development
Section 2: The Social Self
Section 3: Agents of Socialization
Chapter 5

2. Personality Development Objectives:
Identify the four main factors that affect the development of personality.
Explain how isolation in childhood affects development.

3. What is Personality?
Sociologists define personality as the sum total of behaviors, attitudes, beliefs, and values that are characteristic of an individual.
What influences Your Personality?
Parents
Siblings
Environment
What?

4. that Shape Individual Personality Development
Four Factors That Shape Personality Development
Factors
that Shape Individual Personality Development

5. Four Factors That Shape Personality Development
Heredity – physical traits, aptitudes, inherited characteristics, biological drives
Heredity
Factors
that Shape Individual Personality Development

6. Factors That Shape Personality Development
Parents – parental characteristics, such as age, education, religion, and economic status
Heredity
Factors
that Shape Individual Personality Development
Parents

7. Factors That Shape Personality Development
Birth order – personalities are shaped by whether one has siblings
Heredity
Birth
order
Factors
that Shape Individual Personality Development
Parents

8. Factors That Shape Personality Development
Cultural environment – determines the basic personality types found in a society
Heredity
Birth
order
Factors
that Shape Individual Personality Development
cultural environment
Parents

9. Recipe for Personality
Using the four “ingredients” we’ve discussed, what would you say the recipe is for personality?
How much (proportionately) of each would you include in your recipe?
What “cooking” instructions would you include?
Do recipes differ from person to person?

10. Isolation in Childhood and Development
Research shows that a healthy cultural environment is essential for a child’s full development
Isolation can lead to severe effects such as causing children to waste away and die or to have stunted development

11. Isolation in Childhood and Development
Sociology
4/24/2017
Isolation in Childhood and Development
In a few cases, feral children (wild or untamed) were found living with animals or isolated from human contact.
These children seemingly had no reasoning ability, no manners, and no ability to control bodily functions.
Sociologists feel that this strongly supports the conclusion that our personality comes from our cultural environment.
FERAL CHILDREN
Feral Children are abandon children that are raised outside of society and survive with little or no human contact.
Peter
Peter was discovered in 1724 by a farmer, Jargen Meyer.  The boy appeared to be about 12 years old and could not speak.  He was able to get him to the hospital by showing two apples in his hands.
While in the hospital he was given the name Peter.  Initial observations showed he had no signs of “civility”.  He often waited on all fours for a chance to escape.  Instead of sleeping in the bed provided, he opted to sleep on a straw pallet on the floor.  Further observation showed that he would capture birds, tear them apart, and ate them in pieces.  He didn’t like to wear cloths, but eventually tolerated them.
King George and Queen Caroline then took him in. Many tried to get Peter to talk, but the best he could do was ki sho, which meant King George, and qui ca, which meant Queen Caroline.  He enjoyed music and even hummed his favorite songs.  He was taught how to do some easy domestic work, under supervision, but never once did he laugh.
King George and Queen Caroline eventually turned the boy over to Dr. Arbuthnot.  After studying Peter for 2 months he concluded that Peter did not have the mental capacity to learn.  The King and Queen then had him placed with a farmer, Peter died in 1785.
“The Wild Boy of Aveyron” Victor
Victor was found on January 9, 1800 in a village of Saint-Serin in the South of France.  He became the first feral child to be studied by practitioners of the newly emerging human sciences.
Eyewitness Constant-Saint-Estave’s account three weeks after his capture states:
“I found him sitting by a warm fire, which he seemed to enjoy, but showing signs of uneasiness from time to time, probably because of the great crowd of people around him… When I talked to him, it did not take long to discover he was a mute.  Soon after that, when I noticed that he made no response to various questions I put him, in both a loud and soft voice, I decided that he must be deaf….When we reached my house, I decided he must be hungry…To find out what he liked, I had my servant offer him on a big earthernware platter raw and cooked meat, rye, and wheat bread, apples, pears, grapes, nuts, chestnuts, acorns, potatoes, parsnips, and an orange. He picked up the potatoes confidently and tossed them into the firs to cook them.  One at a time he seized the other items, smelled them, and rejected them.  With his right hand he picked the potatoes right out of the live coals and ate them roasting hot.  There was no way to persuade him to let them cool off a little….When he got thirsty, he glanced around the room.  Noticing the pitcher, he placed my hand in his without any other sign and led me to the pitcher…Some wine was brought, but he scorned it and showed impatience at my delay in giving him water to drink…”  (cited in Shattuck 1980, 6-7)  adapted from Sociology: a Critical Introduction 1996, 111.
Victor was not toilet trained and would go anywhere when he felt the need.  When he was first in the hospital when dressed, Victor tore the cloths off.  He would not sleep in the bed and he would try to escape whenever he could.
Pierre Joseph Bonnaterre noted that the boy was about 12 or 13 years old.  He also noted that his body was covered in scars and stated that the boy had no malformation of the tongue or mouth or vocal cords.
He also observed that Victor relied on his senses in a different order than others.  Victor’s sense of smell came first, then taste, and then touch.  After studying him, Bonnaterre concluded that the boy was an imbecile.
Victor’s case was also taken on by Jean-Marc-Gaspard Itard.  He worked with deaf children.  Itard did not believe Victor was an imbecile and he was going to try and socialize the boy.  Itard wrote, “Humans are only what they have been made to be.  Any human being has to learn his or her habits, needs, and ideas, and does so by imitating others under the influence of society.”
Itard taught Victor to learn how to dress himself, use the bathroom properly, and even showed him some letters.  Victor even learned how to say some words.  Other several years he displayed evidence of both intellectual and emotional growth.  Victor eventually could set the table, garden, and saw wood.  Itard eventually tired of his work and left Victor in the car of Mme Guerin.  Victor died at the age of 40 in 1828.
More Recent Studies
Anna and Isabella
Kingsley Davis studied two extreme cases of isolation 1947.  Anna was born in 1932, a child of a farm girl with a disapproving father.  Anna was put up for adoption, but after 5 ½ months she was taken back to her family.  They put her in the attic and paid very little attention to her.  She was removed from the house when she turned six.  At this time she could not walk, talk, or do anything that showed intelligence.  She was extremely malnourished.  While under her mother’s care she was pretty much only fed cow’s milk.
They discovered Isabella about 9 months after Anna.  Again, this child was born to an illegitimate mother that was forced to keep her.  Isabella had no chance to learn to speak or to communicate because the time spent with her mother was in the dark, plus her mother was deaf.  Isabella was afraid of strangers and made croaking sounds.  Since she spent her time in the dark and she had an improper diet, she had rickets.  Her legs were also extremely bowed.
 Genie Genie was discovered in 1970.  She had been locked in an isolated room in her parent’s house for approximately 18 months.  When they found her she was about 13 years old.  She was discovered only after her 50 year old mother applied for social assistance.  When authorities saw Genie they called the police right away.  They described her as: “a small withered, stooped girl who could barely walk and who held her hands up as though resting them on an invisible rail.” (Sociology: a critical introduction, 1996, 117.) 
Characteristics:
Weight- 59 pounds
Height- 54 inches
Incontinent
Unable to chew
Barely able to swallow
Unable to focus her eyes beyond 12 feet
Unable to cry
Could not fully extend her arms or legs
Could not tell the difference between hot and cold
Spoke very little.  “Stopit”, “Nomore”, and other negative
She only understood about 20 words
 Although Genie’s parents were charged with willful abuse, neither went to jail.  Her 70 year old father committed suicide, and the charges were dropped against the mother because she was suffering under her husband’s abuse too.
 Genie arrived at the hospital extremely malnourished.  She could not stand up straight, walk, jump, or run.  She was also extremely silent and constantly masturbated.
 While at the hospital she did begin to change:
After 7 months- ·       She walked unsteadily ·        Became somewhat toilet trained. ·        Learned some new words ·        Spoke some single words
     After another month-
She began to put two words together
After 12 months-
She pronounced some verbs
She began to put three words together
Unlike other children, Genie new very little grammar and did not learn to ask questions.  Researchers argued that the reason for this was because Genie missed a critical stage in language development.
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Chapter 5

12. Isolation in Childhood and Development
Anna and Isabelle
Studied by Kingsley Davis
Anna
Unmarried woman/hostile grandfather
Foster homes, then consigned to attic room
Minimal care, undernourished, almost no human contact.
At age 6, could not walk, talk, or feed self.
Died at age 10.

13. Isolation in Childhood and Development
Anna and Isabelle
Studied by Kingsley Davis
Isabelle
Unmarried woman/hostile grandfather
Confined to dark room with deaf mother
Although she did not have other social interaction, did have contact with mother
After intensive training, reached social level of others her age.

14. Isolation in Childhood and Development
Genie
Basis of documentary
Discovered 1970 at 13 years old
Confined from 20 months to small bedroom
Totally silent environment, beated if she made noise.
After 8 years of intensive training, reached level of 3rd grade student, did not progress more.
Still alive in adult care facility.

15. Institutionalization
Psychologist Rene Spitz
In 1945, studied infants in an orphanage.
Children were given proper food and medical care.
Children were not held, hugged, or spoken to by staff (efficient, but very busy)
Confined from 20 to small bedroom
1/3 of the children died within 2 years
Of the survivors, fewer than 25% could walk, dress themselves, or feed themselves.
Led to conclusion that physical contact and human interaction is important for social and psychological development.

16. Product of our cultural environments?
Does the term Dalai Lama best describe a spiritual leader or an eastern religion?
If someone gave you some Lapsang souchong, would you spread it on bread or drink it?
Is Lhasa a type of dog or a capital city?
In which country so you think yak butter is an important part of the people’s diet – India, Russia, or Tibet?
The English translation of the word Chomolungma is “Goddess Mother of the World.” What do you think Chomolunga is?

17. Product of our cultural environments?
The Dalai Lama is the spiritual leader of Buddhism.
Lapsang souchong is a type of tea, therefore, you would drink it.
Lhasa is a capital city.
Yak butter is an important part of the people’s diet in Tibet.
Chomolunga is a mountain, it is the Tibetan name for Mount Everest.

18. Harry Harlow
Did research with infant monkeys on how body contact relates to attachment
The monkeys had to chose between a cloth mother or a wire mother that provided food.

19. Harry Harlow
The monkeys spent most of their time by the cloth mother.

20. Product of our cultural environments?
With your seat partner(s), discuss and come up with a list of seven similar questions about American culture: things an American would know, but that someone from another culture might not.
Write your questions on a sheet of paper to turn in with all partner names included.
Don’t share your questions with other groups – let’s see how they do on your quiz!

21. Section Review and Assignment
Answer the Following in a Paragraph
What effect does the lack of human interaction have on institutionalized children?
Define the Following:
Personality, Heredity, Instinct, Feral Children

22. Section 2: The Social Self Objectives:
Explain how a person’s sense of self emerges.
Identify and describe the theories that have been put forth to explain the process of socialization.

23. How I see myself
How others see me

24. How Sense of Self Emerges
Self is your conscious awareness of possessing a distinct identity that separates you and your environment from other members of society.

25. How Sense of Self Emerges
Through interaction with social and cultural environments people are transformed into members of society
The interactive process through which people learn the basic skills, values, beliefs, and behavior patterns of a society is called socialization
Many psychologists/sociologists have studied the topic and have developed theories.

26. Theories of Socialization
Sigmund Freud – Interaction of id, ego, and superego
John Locke – The Tabula Rosa
Charles Horton Cooley – The Looking Glass Self
George Herbert Mead – Role-Taking
Jean Piaget – Cognitive Development
Lawrence Kohlberg – Moral Development

27. Sigmund Freud – Id, Ego, and Superego
Each person has three parts to their mind/self that must interact properly
Id –responsible for satisfaction of physical desires. Develops first in all people.
Superego – conscience, encourages conformity to societal norms and values
Ego – resolves the conflicts between id and superego
If all do not balance, a person would have socialization problems.

28. John Locke – The Tabula Rosa
Each person is a blank slate at birth, with no personality.
People develop personality as a result of their social experiences.
Moreover, infants can be molded into any type of person.
This theory emphasizes strictly environmental elements in the development of personality/self.

29. Charles Horton Cooley – The Looking Glass Self
Infants have no sense of person or place.
Children develop an image of themselves based on how others see them.
Other people act as a mirror, reflecting back the image a child projects through their reactions to the child’s behavior.
Significant Other
someone whose opinions matter to us and who is in a position to influence our thinking, especially about ourselves.

30. George Herbert Mead – Role-Taking
Self develops solely through social experience.
People not only come to see themselves as others see them but also take on or pretend to take on the roles of others through imitation, play, and games.
Proposes there are two elements of self:
“I” self initiates action
“me” self continues, interrupts, or changes action depending on how others respond.

31. George Herbert Mead – Role-Taking
Stages of development
Under three years old:
Lack sense of self
Imitate others – gestures, actions
At about three years old:
Play and act roles of others
Role playing – doctor, farmer, mother
At school age
Organized games
Anticipation what others might do.

32. Profiling
Create a Word Document Profile for each of the Theorists identified in Section Two:
Each person’s major theory should be explained in at least 5 Sentences.
John Locke Born- Died- Picture John Locke created the Tabula Rosa Theory. The Tabular Rosa theory stated that……. Etc.

33. Agents of Socialization Objectives:
Sociology
4/24/2017
Agents of Socialization Objectives:
Identify the most important agents of socialization in the United States.
Explain why family and education are important social institutions.
AGENTS OF SOCIALIZATION
There are a number of things that can affect an individual’s socialization process.  The amount of impact that each of the agents has on an individual will depend on the situation, the individuals experiences, and the stage of life the individual is in.
 School Grammar Rules Social setting valuesClubs/ Social Groups Social interaction rules governing activitesEthnic Background Beliefs Values CustomsWork Employment Money Rules Roles
 Media Stereotypes Trends How to actGovernment Laws, sense of security, Sanctions of punishmentReligion Values, love for others, meaning of life, Guidelines on how to livePeers Activities trendsFamily Language acquisition, relationships, rules, initial social interactions, morals, role models, behaviourAgents of Socialization
Taken from Canadian Society: a Changing Tapestry, 1994, 36.
 We are going to look closely at 4 of the above.
 Family
        First emotional tie       Greatest impact on socialization process       First place to learn language, norms, and values of the culture       May be problematic       Parents/Guardians may reproduce negative modeling that they experienced as a child
 Schools
        Opens the door to a new social world       Provides importance that society places on gender and race       Provides information to individuals understand themselves and others       Provides skills to function as a citizen and a worker       Exposure to inequality       First experience of economics and social status       Reduces opportunities for control and makes children feel less competent
 Peers
        Influential from late childhood through adolescence and early adulthood       Learn how to form relationships without adult supervision        May encourage good and bad interests       May guide short term choices       Change behaviour and personality to be accepted by peers
 Mass Media
        Represents impersonal communication directed at a certain audience       Major type of secondary socialization       Influences people’s behaviour through modeling and imitation       The mass media can create and influence/control perceptions of what is important in society selecting   and stressing particular topics, views, interpretations, and themes.       Advertising secretly manipulates the audience
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Chapter 5

34. Agents of Socialization
Sociology
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Agents of Socialization
Family – most important agent
Provides stability in
Language
Personality traits
Religion
class
Although other agents may temporarily become central, family remains central throughout the entire life course.
Chapter 5

35. Agents of Socialization
Sociology
4/24/2017
Agents of Socialization
Peer group – primary group composed of individuals of roughly equal age & social characteristics,
A place where a child can exert independence from family
Very important in adolescence
Chapter 5

36. Agents of Socialization
Sociology
4/24/2017
Agents of Socialization
School -plays a major role in socialization
Provides education and training
Cognitive skills
Indoctrination of values
Knowledge in subject areas
Broadens social experiences
Exposes children to a variety of social backgrounds
Chapter 5

37. Agents of Socialization
Sociology
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Agents of Socialization
Mass media Books, films, the Internet, magazines and television, not face-to-face
Chapter 5

38. Mass Media as a Socialization Agent
Sociology
4/24/2017
Mass Media as a Socialization Agent
 Mass media include books, films, the Internet, magazines, newspapers, radio, and television.
 Television probably has the most influence on children.
 The effect of television on children is an ongoing debate.
Chapter 5

39. Importance of Family as an Agent of Socialization
Sociology
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Importance of Family as an Agent of Socialization
Unlike other agents, the family is a constant influence in one’s life.
Provides continuous frame of reference
Helps internalize culture and parental expectations
These help to direct the behavior of the adult child.
Chapter 5

40. Chapter Wrap-Up CHAPTER 5
Sociology
CHAPTER 5
4/24/2017
Chapter Wrap-Up
1. How has the nature-versus-nurture debate evolved?
2. What do social scientists believe are the principal factors that influence personality development?
3. What does research on children reared in isolation indicate about the effects of the cultural environment on social and psychological development?
4. What is the role of self in the socialization process?
5. According to Cooley, how does a person’s sense of self develop in early childhood and when does this process end?
6. Identify the primary agents of socialization in the United States.
Chapter 5

41. Socialization through Fairy Tales
Sociology
4/24/2017
Socialization through Fairy Tales
Working in the following groups, read and analyze your assigned fairy tale. Discuss how the tale might help children and contribute to their socialization.
Create a storyboard that shows how your story helps to socialize children. Include information about what lessons, values, behaviors, and beliefs are transmitted by the elements of your story.
Be creative! You can tell your story in classic style, but you may also rewrite the story, placing it in a new setting, time, or culture.
Chapter 5