1. SOCIALIZATION

2.  A lifelong process of social interaction through which people acquire knowledge of their culture. Through socialization, people acquire a self-identity, personality, physical, mental, and social skills.  Socialization is a dual process– people socialize us; we socialize others.

3.  Occurs when there has been an extended lapse in socialization.  Isolation, deprivation, extreme non- nurturing.  Childhood neglect, kidnapping, POWs  These isolations produce Anomie

4. AGENTS OF SOCIALIZATION  family - primary source of personal socialization  education - impersonal socialization, transmission of knowledge, also teaches students to be “passive, non-problematic conformists” (Gracey, 1991)  media - transmits messages about the type of people we “should” be; subtle and not so subtle messages  peers  workplace- Wilbert Moore’s 4 phases:  The “state”

5. 3 PHASES TO SOCIALIZATION:  primary- learning basic skills  secondary- learn new skills and behaviors in order to take on new status  anticipatory- preparing for future statuses and roles

6. IN ADDITION:  resocialization - process of learning new values, norms and expectations when an adult leaves an old status and enters a new one  Examples ?

7. RESOCIALIZATION  total institutions: Place where individuals are cut off from the wider society and where together they lead an enclosed, formally administered life  destroy old identity, cut-off individual from society to meet organizational needs/expectations

9. ERIK ERIKSON  trust vs. mistrust (birth 1-11/2)  autonomy vs. shame (11/2-2 or 3)  initiative vs. guilt (3-6)  industry vs. inferiority (6-12)  identity vs. role confusion (adolescence)  intimacy vs. isolation (young adulthood)  productivity vs. stagnation (middle adult)  ego integrity vs. despair (late adult)

10.  Jean Piaget: Swiss Psychologist (1896-1980)  Studied human cognition (how people think and understand).  4 Stages:  sensorimotor,  preoperational,  concrete operational,  formal operational.

11.  Birth-2 years old.  Knowing comes through the senses.  Touching, tasting, smelling, looking, and listening.

12.  2-6 years old.  First use of language and other symbols.  Children begin to think about the world with their imagination.  They lack abstract thinking.

13.  7-11 years old.  Begin to see causal connections in their environments.  Focus on how and why things happen.

14.  12 years old and forward.  Abstract and critical thinking begins.  “A penny for your thoughts.” To a concrete stage, one gets a penny. To a formal stage, one recognizes the invitation to intimacy.  Kohlberg said that only 30% of Americans reach this stage (Kohlberg,1971).

15.  Kohlberg (1981) built on Piaget’s work.  Studied how people come to judge situations as right or wrong.

16.  Children experience the world in terms of pain and pleasure.  “Rightness” amounts to what feels good. “Wrongness” hurts!  How can I avoid punishment?  What’s in it for me?

17.  Starts in the teen years.  Right and wrong defined in terms of what pleases parents and cultural norms (society).  Conformity to social norms.  Conformity to the “law.”

18.  People move beyond society’s norms to consider abstract ethical principles.  Perceive a difference between a parent stealing food for a hungry child versus stealing due to greed. Other examples?