1. Chapter Five Socialization and Personal Development Socialization and Personal Development

2. Pair & Share…. Does how a teacher views a student play a role in school performance?

3. Nature vs. Nurture Nature: what we bring into the world from birth Nurture: what we learn or gain via our interactions Are criminals genetically programmed? Are people biologically flawed? Are people predisposed toward criminal behavior?

4. Sociobiology Human development is attributed to both: usually with an emphasis on nurturing. But….Gender differences (biology) play a role such as males pursuing females; tend to be more aggressive physically; mother’s protective instinct… “Do you believe in the boys will be boys philosophy?”

5. Question: is a child’s behavior always the parents fault????

6. Physical Traits Not culturally neutral Beauty = goodness Attractive People are Punished Less

7. Personality Social scientists suggest that we inherit temperament (predisposition to act in a certain way) Most agree that nature sets limits for intelligence and aptitude. But environment determines the extent to which we reach our limits. But as children grow up they acquire personalities and refine traits.

8. Activity Think about how others perceive you. Write down 5 adjectives.

9. Personal Development Charles Horton Cooley: The Looking-Glass Self Understanding of our existence (ability to think of ourselves as individuals) Single most important factor in personality formation is how we interpret other people’s perception of how we look and act. We consider how we believe other people see us. We interact with others and interpret how they treat us Based on our interpretations – we develop an image of ourselves.

10. Looking Glass Self Important to remember: 1. Not all “others” are equally important. “Significant others” are more important. 2. It is not a 1 way mirror. What if our perceptions are wrong? (anorexia)

11. George Herbert Mead Symbolic Interactionalist Questioned personality formation and believed self-image was the produced by social interaction. Children learn who they are by taking on roles of others in play.

12. Mead’s 3 stages: 1.Imitation stage (1 st 2 years… imitates gestures and sounds). 2. Play stage: child assumes the roles of others (role playing of the person). By playing they learn what is acceptable and not acceptable. 3. Game stage: Assumes the roles – not just the person. Learn that people behave the way they do b/c of a role. At this stage, children learn that not all roles are equal.

13. Sigmund Freud Pointed out the role of biological forces Harmony is not possible b/c of unavoidable conflict between the needs of the individual and society. Id: Wants what it wants and wants it NOW! Ego: The role is to balance the id and superego. Superego: Socialization process where we learn what is right and wrong. “The policeman”

14. Jean Piaget Sensorimotor (Birth to 2): Infant has not developed a sense of self. No sense of cause and effect; babies cry from discomfort. – Object permanence (10 months) Preoperational stage (2 – 7): Use of symbols but doesn’t understand what they mean (ie… counting / numbers)

15. Jean Piaget Concrete Operations Stage (7 – 12): – Reasoning ability begins here – Can understand concepts: numbers, speed, weight, size, and volume – Begin to understand the roles of others and other perspectives.

16. Jean Piaget Formal Operations Stage (12+): Ability to reason and think about objects and events in an abstract context Personality may change and self-concepts

17. Carousel There are 4 posters around the room. Jot down thoughts on how they influence our personality, culture, and sense of identity. Family School Peer Groups The Church Media

18. The Socialization Process Selective Exposure and Modeling (Responsive Classroom – logical consequences) Studies have shown that children are great imitators of adult behavior. “Do as I say… not as I do…”

19. Agents of Socialization Family: Best possible place to develop a positive self image and positive set of beliefs, attitudes, and values. (On the negative side…) School: Child learns how to function in an organized society; sense of societal identity. Peer Groups: Individuals who are similar in age and position. The Church: Can influence belief systems Media: Ability to transcend time, geography, and culture. Information creates a common culture. (May have both positive/negative influence on culture)

20. Media And Aggression Social researchers concerned w/ brutal acts and sexually explicit material being viewed. By 18: Views see 18,000 people being killed, raped, stabbed, beaten unconscious, or robbed. Research shows positive correlation between violent shows and aggressive behavior. Research shows positive correlation between violent shows and aggressive behavior.

21. Rewards and Punishments Powerful tools in the socializing process. Also can be a source of mental illness

22. Resocialization Process of stripping away old values and behavior patterns so those new ones may be introduced. (ie… military personnel, mental patients, cult members, prisoners of war) “Total institution” individual is completely controlled for the purpose of erasing previous socialization and substituting new values and behavior patterns

23. Total Institution Two phases: 1.Individuals are stripped of their old identify 2.Personality is reconstructured 3.As with children (1, 2, 3 magic / time out) (reward and punishment) (ie. token economy) Ultimately, individuals will develop a belief system to justify their new values and behaviors. Prisons do not work b/c little effort is made to provide new models for acceptable behavior. Boot camps for juveniles have been successful b/c of introduction of positive role models.