1. Social/Behavioral Socialization Outcomes
Chapter 12
Social/Behavioral Socialization Outcomes

2. How do children learn how to treat one another?
Prologue:
How do children learn how to treat one another?

3. Do different cultures have an varying concepts of “goodness”?
Why do some people behave like ogres in that they lie, cheat, steal, or kill?
Is the “hero role” just for boys, or can girls assume it too?

4. Self-regulation/Behavior
Self-regulation refers to the ability to regulate one’s impulses, behavior, and/or emotions until an appropriate time, place or object is available

5. Figure 12.1: An Ecological Model of Human Development.
The child’s antisocial or prosocial behavior, gender role, and self-esteem are outcomes of his or her socialization.
Fig. 12-1, p. 499

6. Self-regulation/Behavior
Antisocial behavior: Aggression
Development of aggressive behavior
Biological theories (Freud, Lorenz)
Learning theories (Bandura)
Information processing
Ecological
Social cognitive theory

7. Table 12-1, p. 509

8. Self-regulation/Behavior
Prosocial behavior
Altruism – behavior that is kind, considerate, generous, and helpful to others
Biological
Learning (modeling, instruction, learning, by doing)
Cognitive-developmental
Social-interactional
Cultural theories

9. Fig. 12-2, p. 518 Figure 12.2: Cooperation Board Game.
Source: M. C. Madsen & A. Shapira (1970). Cooperative and competitive behavior of urban Afro American, Anglo American, Mexican American, and Mexican village children. Developmental Psychology 3(1), p. 17. Copyright © 1970 by the American Psychological Association. Reprinted by permission of the publisher.
Fig. 12-2, p. 518

10. Table 12-2, p. 520

11. Morals Encompass an individuals evaluation of what is right and wrong
Moral development – one’s moral code develops through social interaction and reflects one’s ability to distinguish and act on right and wrong

12. Morals Influences on moral development
Several researchers believe that one’s moral code develops through social interaction (discussion, debate, and emergence of consensus)

13. Morals
Situational context – the situation an individual is in often influences moral development

14. Morals Individual contexts Temperament Self-control Self-esteem
Age/intelligence
Education
Social interactions
Emotions

15. Table 12-3a, p. 524

16. Table 12-3b, p. 525

17. Morals
Socialization contexts
Family
Peers
School
Mass media
community

18. Gender roles
A gender role refers to the qualities individuals understand to characterize males and females in their culture
Development of gender roles-sex typing begins at birth

19. Figure 12.3: Theories of Gender Role Development.
Fig. 12-3, p. 540

20. Gender roles Theories of gender role development
Psychoanalytical theory (Freud)
Social learning or social cognitive theory (Mischel, Bandura)
Cognitive-Development theory (Kohlberg)
Gender schema theory (Bem, martin, Halverson)

21. Gender roles Influences on the development of gender roles
Family-individual differences in sex typing are influenced by parental involvement, maternal work status, and sex typing of parental roles within the home
Peers-peers tend to reinforce gender stereotyping and to encourage sex segregation that leads to boys and girls differently

22. Gender roles
School-research has found that teachers treat boys and girls differently
Mass media-tends to portray gender stereotyped behaviors and expectations
Community influences through its attitudes regarding what is appropriate behavior for males and females and the gender roles models it provides with whom children can identify