Transcript Socialization - Grayslake Central High School

Socialization
How do we become human?
Importance of Socialization
• Socialization: cultural process of learning to
participate in group life
▫ Birth through life
▫ Teaches us attitudes, beliefs, values, behaviors
• Harry Harlow’s Monkey Studies (1959)
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Wire v. cloth mothers
Closeness and comfort were more important than food
Need for intimacy, warmth, contact, comfort
Deprivation = distress, apathy, withdrawal
• Lawrence Casler (1965)
▫ Can improve developmental growth in institutionalized
children with 20 minutes of extra touch each day
Harlow’s Monkeys
Nature – Nurture Interaction
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Nature: biological, hereditary, innate factors
Nurture: societal, environmental factors
Complex interaction between both
Article: Separated at Birth
Case Studies: Isolated Children
• Anna
▫ 5 year isolation; made progress but little & slow
• Isabelle
▫ 6 ½ year isolation; reached normalcy
• Genie
▫ 13 year isolation; little progress socially, emotionally,
intellectually
• What have we learned from these children?
▫ Personal & social development is acquired through
intensive and prolonged contact with others.
Genie
Socialization and the Self
• Functionalist Perspective:
▫ Stresses how groups work together to create a stable
society
▫ Schools and families work TOGETHER to socialize kids
• Conflict Perspective:
▫ Stresses inequalities and power struggle
▫ Socialization perpetuate the status quo
 Accept social class and status before they understand they
have a choice
 Social class structure is not upset because of this
Socialization and the Self
• Symbolic Interactionists:
▫ Self-concept: image of yourself as having a separate
identity from other people
▫ Role taking: assuming the viewpoint of another & using
that to shape the self-concept
▫ Looking-glass self: image of yourself based on what you
believe others think of you
 We use other people as mirrors to reflect back what we
imagine they think of us.
 Often distorted, use significant others as mirrors more
1. Imagine how we appear to them
2. Imagine the reactions of others to our (imagined)
appearance
3. Evaluate ourselves according to how we imagine others have
judged us
Looking-Glass Self Example
• You want to impress a classmate and show them
how smart you are. You prepare well for the
next day’s lesson.
▫ Imagine how we appear to them: You participate
in class discussion and have an image of how you
performed.
▫ Imagine the reactions of others to our (imagined)
appearance: After you finish participating, you
think your classmate is disappointed.
▫ Evaluate ourselves according to how we imagine
others have judged us: You feel bad about
yourself.
Agents of Socialization
• Family
▫ Primary agent; helps form basic values
▫ Think, speak, norms, beliefs, attitudes, relationships
Partner Discussion
• Discuss the following with a partner:
▫ What qualities does a GOOD parent have?
▫ What qualities does a BAD parent have?
▫ If you become a parent, what would you
do differently from your own parents?
Parenting Styles
Authoritarian Parenting
• Demanding, but unresponsive to child’s needs
• Obey the rules, no questions asked
• No input in rules, punished for breaking
Permissive Parenting
• Permissive-indulgent
▫ Responsive, warm, accepting, few rules, rarely punish
• Permissive-indifferent
▫ Unresponsive, uncontrolling, rules/punishment a chore
Parenting Styles
Authoritative Parenting
• Warm, responsive and involved
• Set clear standards & expect children to be
responsive
• Give-and-take
• Rules are firm and consistently enforced
• Parents discuss reasons for rules
Parenting Style Effects on Children
• Authoritarian
▫ Moody, unhappy, fearful, withdrawn, irritable,
unspontaneous
• Permissive
▫ More cheerful, immature, impulsive, aggressive
• Authoritative
▫ Cheerful, socially competent, energetic, friendly,
high levels of self-esteem, reliance and control,
higher grades, confident, less trouble
Agents of Socialization
• Schools – How has school made you who you are?
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Impersonal relationships for 1st time
Performance instead of affection
Teach less dependence of family
Teach loyalty to something besides family
Hidden curriculum: informal and unofficial aspects of
culture taught in school
 Discipline, order, conformity, cooperation, schedule
Agents of Socialization
• Peer Group: set of individuals of roughly the same
age and interests
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Not controlled primarily by adults
Belong to many – clique, neighborhood, church
Conflict, cooperation, competition, self-direction
Recent studies show that peers may have a bigger
influence on socialization than family!!!
Agents of Socialization
• Mass Media: means of
communication meant to
reach the general
population
▫ TV, radio, newspapers,
Internet, movies, books
▫ Distorted images (i.e. police
shows)/stereotypes
▫ Provide role models
▫ Provide ideas about values
▫ Exposes children to large
amounts of violence
Processes of Socialization
• Socialization is a life-long process and change
constantly occurs.
▫ Desocialization: process of giving up old norms, values,
attitudes, behaviors
 Standard-issue items, serial numbers
▫ Resocialization: process of adopting new norms, values,
attitudes, and behaviors
 Shaped through rewards and punishments
 Examples: US Marines, 1st year at military academies
▫ Anticipatory socialization: voluntary process of preparing to accept new norms, values, attitudes, beliefs
 Pre-teen to teenage years; college seniors to real life