Transcript Institutionalized Children

Today: Socialization
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What is human nature?
Social Institutions
3 theories: Cooley, Goffman, Mead
About Test 1 next class
“I can accept failure, everyone fails at something.
But I can’t accept not trying.” -Michael Jordan
What is socialization?
Socialization – the process by which we learn the
ways of our society.
In other words…
become who we are
ongoing lifelong process
how we
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What is Human Nature?
• Nature vs. Nurture
Which has more impact on who we are?
Genetic DNA
Environment
What is Human Nature?
What we have learned from:
Feral Children? (wild, raised by animals)
Isolated Children? (lacking human contact)
Institutionalized Children? (children in orphanages)
Deprived Animals? (animals raised without their mother)
*You may find some of the issues discussed today disturbing/troubling
FERAL CHILDREN
What makes us human?
Sociologists say being born human is not enough,
society makes a human
View the case Oxana Malaya
Demonstrates:
human behavior is
learned not inborn
Found as an 8-year-old feral in
Ukraine 1991. Abandoned at age 3
ISOLATED CHILDREN
Isabelle, as described in Human Society by Kingsley Davis:
• Isabelle was locked in the attic by
her grandfather until the age of 6
Found in 1932
Isolated Children
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When found unable to speak, thought to be mentally impaired
•
In 2 years (at age 8) Isabelle reached the intellectual level
normal for her age and preformed well in school
Demonstrates:
Human language is not natural but learned
8
Isolated Children
Genie:
• Found at age 13
• Unable to walk upright, talk
• Was only able to put a few words
together after intense therapy
Demonstrates:
Children isolated past a certain age, or in certain
conditions may not be able to learn language
INSTITUTIONALIZED CHILDREN
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1930’s many children in orphanages had very low IQ’s
Psychologists H.M. Skeels and H.B. Dye observed very
sufficient food and shelter (Iowa)
limited visual stimulation
Adult contact limited to
changing of diapers, bathing
Fed with propped up bottles
INSTITUTIONALIZED CHILDREN

Low IQ and special learning needs were considered biological
traits

Skeels and Dye believed the causes might be social (sociological
imagination)

Studied 25 infants
INSTITUTIONALIZED CHILDREN
13 infants cared for by women with special needs
 basic needs and also played with and cuddled
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Each infant had one adult woman in their life
2 Years Later
Infants placed with women
Infants who remained in the
with special needs:
orphanage
Gained an average of 28 IQ
points
Lost an average of 30 IQ points
INSTITUTIONALIZED CHILDREN
21 years later
Infants placed with
women with
special needs:
All 13 earned 12th
grade education
Infants who
remained in the
orphanage
Had on average a
3rd grade education
5 completed
college
4 still lived in
institutions
1 went to graduate Others held lowschool
level jobs
Demonstrates:
humans need
affection to
develop cognitive
skills
DEPRIVED ANIMALS

1958, Psychologists Harry and Margaret Harlow investigated
the importance of contact
Harlow Experiment
Demonstrates:
Bonding occurs through
contact
Part 3 :32
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What is Human Nature?
What we have learned from:
 All
demonstrate that social interaction (society) plays a
role in who we become
WHAT ARE AGENTS OF SOCIALIZATION?
People, groups, and media that teach us social norms
Influences from all
around us
Which of these agents of socialization do you feel has the
strongest influence? Why?
Religion Schooling Government Friends Media
Music, tv,
internet etc.
Family
Extra Credit Opportunity: Which of these agents of socialization do
you feel has the strongest influence? Why?
1.
2.
3.
4.
Go to the part of the room matching your choice
Take turns sharing why you selected this agent of socialization
Talk about why the other choices are not as strong
Select 1-2 people from your group to share, you will have 1 ½
minutes only
Religion Schooling Government Friends Media
Music, tv,
internet etc.
CHARACTERISTICS OF SOCIAL INSTITUTIONS
Social institutions/Agents of Socialization:
Existed for a long period of time
 Well established structure
 Change occurs slowly
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PURPOSE :
1.
They shape values and beliefs
2.
Maintain order
3.
Help societies to function
3 SOCIOLOGISTS’ VIEWS ON SOCIALIZATION
CHARLES HORTON COOLEY
LOOKING GLASS SELF
1) We use others as mirrors
2) Look at their eyes, body language, words to assess ourselves
3) We develop a self- concept.
ERVING GOFFMAM DRAMATURGY
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Noticed a conflict between what we want to do and
what we feel people want us to do
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View of social life as a series of dramatic
performances (theatre)
ERVING GOFFMAM DRAMATURGY
Impression management= actions and statements made to
control how others view us
ERVING GOFFMAN DRAMATURGY
Front stage: actor’s performance in front of an audience
A model walking in a run way show
A doctor performing surgery
Someone out on a date
ERVING GOFFMAN DRAMATURGY
Back stage:
concealing some of the things
that go into the “performance”
Teacher preparing lessons
ERVING GOFFMAN’S DRAMATURGY
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Role conflict: conflict between 2
different roles you preform
-student and mom
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Role strain: conflict within one role
-student taking many classes
Next class:
Test 1 (Chapters 1-4)
•Come to class on time
•Bring a standard 50 question scantron E-882 and pencil
•Multiple choice, 20 questions
•Study class notes, slides on website, and reading
assignments
•Study guide posted on website
ERVING GOFFMAN
DRAMATURGY
Role
conflict: conflict between 2
different roles you preform
-girlfriend and friend
Role
strain: conflict within one role
-making the right choice as a friend
ERVING GOFFMAN’S DRAMATURGYREAL WORLD CONNECTION
It’s your first Thanksgiving with your
boyfriend/ girlfriend’s family
What type of activities will
your back stage consist of?
What types of activities or
statements will your front
stage consist of?
Role conflict? Role strain?
GEORGE HERBERT MEAD
ROLE TAKING
Said the human mind is a social product
Children learn to take the role of others
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Mead’s 3 stages
Stage 1: Imitation
• Children under age 3
• No sense of self
• Imitate others
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Mead’s 3 stages
Stage 2: Play
• Ages 3-6
• Play “pretend” others
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Mead’s 3 stages
Stage 3: Games
• 7+
• Team games
• Organized play
• Learn to take
multiple roles
HOW TO STUDY FOR TEST 1
1) Use the study guide on the website!
2) Fill out answers
3) Master the information
4) Test yourself
5) Study with a classmate
Next class:
Test 1 (Chapters 1-4)
•Come to class on time
•Bring a standard 50 question scantron E-882 and pencil
•Multiple choice, 20 questions
•Study class notes, slides on website, and reading
assignments
•Study guide posted on website
ERVING GOFFMAN’S
DRAMATURGY-REAL WORLD CONNECTION
You are a being interviewed for your dream job
What type of activities
will your back stage
consist of?
What types of activities
or statements will your
front stage consist of?
Role conflict? Role
strain?
ERVING GOFFMAN’S
DRAMATURGY-REAL WORLD CONNECTION
You are bride, today is your wedding day
What type of activities will your
back stage consist of?
What types of activities or
statements will your front stage
consist of?
Role conflict? Role strain?
ERVING GOFFMAN’S
DRAMATURGY-REAL WORLD CONNECTION
You are running for president of the Sociology club
What type of activities will
your back stage consist of?
What types of activities or
statements will your front
stage consist of?
Role conflict? Role strain?
ERVING GOFFMAN’S
DRAMATURGY-REAL WORLD CONNECTION
You are a celebrity being interviewed by Oprah
What type of activities
will your back stage
consist of?
What types of activities
or statements will your
front stage consist of?
Role conflict? Role
strain?
ERVING GOFFMAN’S
DRAMATURGY-REAL WORLD CONNECTION
You are making a presentation to raise money for
your non-profit organization
What type of activities will your back stage consist of?
What types of activities or statements will your front stage consist of?
Role conflict? Role strain?
Media
Media
Religion
Religion
School
School
Government
Government
Friends
Friends
FERAL CHILDREN
What makes us human?
Sociologists say being born human is not enough,
society makes a human
View the case Oxana Malaya
Demonstrates:
human behavior is
learned not inborn
Found as an 8-year-old feral in
Ukraine 1991. Abandoned at age 3
ISOLATED CHILDREN
Isabelle, as described in Human Society by Kingsley Davis:
• Isabelle was locked in the attic by
her grandfather until the age of 6
• Had regular contact with her
mother, a deaf-mute
• Learned to communicate through
gestures
Found in 1932
Isolated Children
•
When found unable to speak
•
First thought to be mentally impaired
•
After 1 year intense language training had a vocabulary of
2,000 words and spoke in short sentences
•
In 2 years (at age 8) Isabelle reached the intellectual level
normal for her age and preformed well in school
Demonstrates:
Human language is not natural but learned
47
48
Isolated Children
Genie:
• Found at age 13
• Unable to walk upright, talk
• Was only able to put a few words
together after intense therapy
Demonstrates:
Children isolated past a certain age, or in certain
conditions may not be able to learn language
INSTITUTIONALIZED CHILDREN


1930’s large portion of children in orphanages had very low IQ’s
Psychologists H.M. Skeels and H.B. Dye observed very sufficient
food and shelter (Iowa)

Babies cribs limited visual
stimulation (no toys or other
objects)

Contact with the adults was
limited to changing of diapers and
bathing by nurses

Fed with propped up bottles
INSTITUTIONALIZED CHILDREN

Low IQ and special learning needs were considered biological traits

Skeels and Dye believed the causes might be social (sociological
imagination)

Studied 25 infants

13 were said to be “severely mentally impaired” and had not been
adopted.

Placed in an institution and cared for by women with special learning
needs

12 infants left at the orphanage
INSTITUTIONALIZED CHILDREN

13 infants cared for by women with special needs received basic
needs but were also played with and cuddled

Each infant had one adult woman in their life concerned about
their development and achievements
2 Years Later
Infants placed with women
Infants who remained in the
with special needs:
orphanage
Gained an average of 28 IQ
points
Lost an average of 30 IQ points
INSTITUTIONALIZED CHILDREN
21 years later
Infants placed with
women with
special needs:
All 13 earned 12th
grade education
Infants who
remained in the
orphanage
Had on average a
3rd grade education
5 completed
college
4 still lived in
institutions
1 went to graduate Others held lowschool
level jobs
Demonstrates:
humans need
affection to
develop cognitive
skills
DEPRIVED ANIMALS

1958, Psychologists Harry and Margaret Harlow investigated
the importance of contact
Harlow Experiment
Demonstrates:
Bonding occurs through
contact
View study
View study part 2
Part 3
SUMMARY
View: How Social Organizations Define A Culture