Transcript Unit 2 B Socialization

Unit 2 B Socialization
Development models
Bain, C.M., & Colyer, J.S. (2001). The Human way. New York: Oxford University Press.
Socialization Stage Models
Social scientists have attempted to break down the human
process of absorbing our experiences to become complete
selves, into stages
1.
2.
3.
4.
5.
6.
Psychosexual Theory – Freud (1856-1939)
Cognitive Development Theory – Piaget (1896-1980)
Social Experience Theory – Cooley (1864-1929) & Mead
(1863-1931)
Pyschosocial Development Theory – Erikson (1902-1994)
Moral Development Theory – Kohlberg (1966)
Gender-based Theory – Gillian (1992)
1. Psychosexual Theory – Freud
Conscious mind
Mind
Unconscious Mind
id
ego
super ego

Assumption: All born with the instinctive impulse to seek pleasure and
avoid pain – id

This instinct my come into conflict with the ego – Which tells us to
obey the expectations of society and family. The id and ego battle it
out!

Personality is the result of which wins, the id or ego, at various points
in our lives
1. Psychosexual Theory – Freud
Continued
Id
- Selfish

vs
Ego (Extremes)
- considerate
- concerned for others
- distant and cool in our personal
relationships
A combination of id and ego results in a personality somewhat more
moderate
Criticisms: Less accepted today
 Inborn, unconscious motivations are less accepted than external
factors (no biological proof) – more focus on nurture, not nature
 Freud said males were normal and females inferior
1. Psychosexual Theory – Freud
Continued
Stages
Age
Id’s Pleasure focus
Signs in Adulthood
that the Id won
1. Oral
Birth – 18 m
Oral
gratification - sucking
Putting things in mouth
Overeating, smoking,
nail-biting
2. Anal
18 m – 3 yrs
Bowl
pleasure
Resisting toilet training
Meanness, obsessive
neatness, resentment
of authority
3. Phallic
3-6 yrs
Awareness
of sex organs
Oedipus /Electra complex
Selfishness, poor
opposite-sex
relationships
4. Latency
6yrs to
puberty
Same-sex
friends
Few opposite-sex friends
Lack of close friends
5. Genital
adolescence
Dating
Guilt about sexuality,
feelings of inadequacy
and marriage
Sexual energy
1. Psychosexual Theory – Freud
Continued
Criticisms: Less accepted today

Inborn, unconscious motivations are less accepted
than external factors (no biological proof)

Today we have a balanced focus on both nurture
and nature

Freud said males were normal and females inferior
2. Cognitive Development Theory Piaget

Children go through chronological developmental
stages of intelligence

Orderly and predictable

Self emerges as each step is mastered

Process of learning… limited by the development of
the human brain
2. Cognitive Development Theory Piaget continued
Stage
Age
Characteristics (concluded from experiments)
1. Sensorimoter Birth –
2 yrs
Learn by touching, egocentric (don’t understand others’
experiences), something exists only when you can see it
2. Preoperational
2-7 yrs
Understands symbols, understands that things can exist
when you can’t see them (including concepts - cat, dog),
Can’t understand why others can be right and they, wrong
3. Concrete
operational
7-11 yrs Have logic - understand principles of measurement and
size, quantities may be equal although arranged differently
4. Formal
operational
11 yrs + Think abstractly – “on my right-hand side”, recognize
other’s experiences and that others may by right or wrong
2. Cognitive Development Theory Piaget continued
Criticisms / problems / conclusions:

Not everyone progresses through the stages
at same rate

30% of 30 year olds not at formal operational
3. Social Experience Theory –
Cooley and Mead

The self does not exist at birth

Self development is based on how we think
others see us. (Nurture based)

“the looking glass” - the idea that we see
ourselves as having the features we think
others see in us
3. Social Experience Theory –
Cooley and Mead continued
I – Self (subjective self) initiates social actions
The Self
Me – Self (objective self – plays the role of the other
person) forms impressions about the I-self
based on the responses of the other
person

Example: If the I-self initiates a social action (asks a guy on a date) If
the guy says yes, the me-self is molded positively. If the guy says no,
the me-self is molded negatively

Therefore, children’s social experiences are vital to their development
of the Me-self
3. Social Experience Theory –
Cooley and Mead continued
Criticisms / problems / conclusions

Criticized for down-playing the biological
element of the self (the nature side of the
debate!)
4. Psychosocial Development Theory
– Erik Erikson

8 chronological stages of development that
describe a person’s entire life

At each stage individuals face a conflict
between social demands and personal wants

Self emerges as we successfully or
unsuccessfully resolve all 8 conflicts
Psychosocial Development Theory – Erik Erikson
Stage
age Experience +
Experience -
Trust v. Mistrust
B-1
Parent care: physical
/psychological needs
Lack of care uncertain
parental love
Autonomy v. shame,
doubt
2 yrs
Encouragement, clear
discipline
Criticism, overprotective
discipline
Initiative v. guilt
3-5
Encouragement of child’s
interests, parental pride
Criticism of child’s failures
Industry v. inferiority
6-12
Guidance and praise of
academic/social development
Too high/low expectations to
success in school
Identity v. diffusion
Adol.
Strong role models to promote
self-esteem and life goals
no role models, social
demands cause inner turmoil
Intimacy v. isolation
Young
adult
Healthy identity – concern for
others – caring relationships
Focus on the self over others
fear of being hurt by bad rel.
Generativity v.
isolati.
Adult hood
Make good personal decisions,
success, enjoy work, concern
for growth others
Self-centered, lack of
concern for others
Integrity v. dispair
Old
age
Self-confident, having led a
complete life - satisfaction
Depression, lacking
fulfillment, sense of failure
4. Psychosocial Development Theory
– Erik Erikson. continued
Criticism / problems / critiques

Model is too rigid – not everyone proceeds at
same rate

Still highly popular (simple, complete, logical)
5. Moral Development Theory –
Lawrence Kohlberg

Ability to judge morality depends on stage of
brain development (critical of Cooley and
Mead, intrigued by Piaget)

We go from believing in black and white rules
to questioning and understanding them as
shade of grey
5. Moral Development Theory –
Lawrence Kohlberg. continued
Postconventional stage
Conventional stage
Preconventional stage
Young children
-decide on an action
solely on whether of not
it is in their direct
personal interest - rules
are rules, not to be
broken, never varied, or
punished
Teenagers
- acknowledge the
needs of others (less
selfish)
- right and wrong need to
be consistent with
society’s norms
– rules may vary
according to
circumstances
Adults
- beyond blind
acceptance of
society’s norms
- Are rules ethically
justified?
5. Moral Development Theory –
Lawrence Kohlberg. continued
Criticism / problems / conclusions:

Stages are too rigid, not everyone achieves
them all.

Only boys were used as research subjects
6. Gender-Based Theory – Carol
Gilligan

Critiqued Lawrence Kohlberg – using boys only in his study

Gender based moral perspectives:
Male morality – “Justice” perspective ( use rules and
abstract principles when defining what is
right and wrong)
Female morality – “Care and responsibility” perspective (judge
actions by how they affect personal
relationships and loyalties

Boys will sacrifice relationships to preserve rules

Girls will bend rules to preserve relationships
6. Gender-Based Theory – Carol
Gilligan. continued
Criticism / problems / conclusions:

Doesn’t say why the gender differences exist
(nature or nurture?)

Used only a narrow range of ages

Many support her findings - valid