What is the lifelong process of social experience by which individuals develop human potential and learn the patterns of their culture?

Presentation on theme: "Socialization The lifelong social experience by which people develop their human potential and learn culture."— Presentation transcript:

1 Socialization The lifelong social experience by which people develop their human potential and learn culture

2 Social Experience Socialization Personality
The lifelong social experience by which individuals develop their human potential and learn patterns of their culture Personality A person’s fairly consistent patterns of thinking, feeling, and acting Could a person’s personality develop without social interaction?

3 Individual Personality Development
Personality: sum total of behaviors, attitudes, beliefs, and values of an individual Personality is a constantly evolving construct (and is diff. for everybody) Personality changes rapidly during childhood and tends to stabilize and remain relatively constant in adulthood

4 Nature versus Nurture Heredity v. Social environment
Through much of modern history, human behavior was often attributed to instinctual origins Social environment and learning have gained acceptance in the realm of producing complex and different personalities and behaviors A mix or blending of the above two concepts is what many psychologists and sociologists say is responsible for the wide spectrum of human development

5 Maslow’s Hierarchy of Needs Theory: Seeks to explain human motivation

6 Heredity Include: Physical characteristics
Aptitudes: both natural and learned Biological Drives: reproduce, seek shelter, hunger etc. Create limits for individuals *if you weigh 135 pounds. You cannot be a heavyweight boxer

7 Isolation in Childhood
Feral Children Institutionalization: Using orphanages (starting in Eastern Europe after WWII) sociologists began to see the strong causal relationship b/w lack of a caring environment and development Applies to mental, physical, and emotional development for children as well as adults -abused children (emotional, physical, sexual) -inmates, juvenile offenders etc.

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9 There is an estimated 100,000 children institutionalized in Romania's orphanages (SoRelle).  The children were placed in the orphanages for numerous reasons, but most will blame Ceausescu’s anti-abortion and child requirement laws. Ceausescu required that women have 5 children by the age of 45 before he would allow them birth control or abortions (SoRelle).  However, during the child requirement laws he was also exporting Romania's food to pay off the large national debt.  Families were put in the position to have children that they couldn’t afford or feed.  The unwanted children were sent to the state orphanages.   As time went on it became more and more excepted to leave the unwanted children in the orphanages.  It is so common to put your children in the orphanage that the parents visit once every 6 months the children are not considered to be abandoned at all (Dunlop). The living conditions in the orphanages are most commonly compared to the Nazi concentration camps.

10 Social Isolation Effect on nonhuman primates: Harlows’ experiments
Six months of complete isolation was enough to disturb development. Effect on children: Anna and Isabelle Years of isolation left both children damaged and only capable of approximating a normal life after intensive rehabilitation. Genie Somewhat less isolated, but suffered permanent disabilities

11 Birth Order Influenced By:
Having brothers, sisters, how many, or none at all Order in which you are born in relation to your siblings

12 Parental Characteristics
Influenced By: Age of One’s Parents> Level of Education> Religious Orientation> Economic Status> Cultural Heritage> Occupational Background> Values, Morals>

13 Cultural Environment Influenced By:
Typical Personalities of a specific culture: also defined as Model Personalities *-In the U.S.> model personalities might include competitiveness, assertiveness, self-reliance etc. *-In Italy (or another Catholic, romance culture) model personalities might include stronger ties to family, more reliance on the opinions or attitudes of friends and family, less competition

14 Cultural Environment Influenced By:
Gender Socialization: How boys and girls experience a culture differently. -In the U.S.: Boys are taught to have interest in certain activities and professions -Boys learn to dress differently from girls -Girls are taught to express themselves differently -Girls are taught to act less aggressively Subculture: ex: Growing up in an ethnic household Region of the Country Neighborhood

15 Freud: Division of the Mind
Id, Ego, and Superego Freud divided the mind into three separate processes 1. Id 2. Ego 3. Superego each has a different function interactions among the id, ego, and superego result in conflicts

16 Freud: Division of the Mind
Id: pleasure seeker first division of the mind to develop, contains two biological drives~ sex and aggression~ are the source of all psychic and mental energy; the id’s goal is to pursue pleasure and satisfy the biological drives Operated by the Id is the … Pleasure principle id operates according to the pleasure principle which is to satisfy drives and avoid pain, without concern for moral restrictions or society’s regulations

17 Freud: Division of the Mind
2. Ego: executive negotiator between id and superego Freud’s second division of the mind, develops from the id during infancy; the ego’s goal is to find safe and socially acceptable ways of satisfying the id’s desires and to negotiate between the id’s wants and the superego’s prohibitions largest part of ego is conscious smaller part is unconscious Followed by the Ego is the Reality principle this is a policy of satisfying a wish or desire only if there is a socially acceptable outlet available

18 Freud: Division of the Mind
3. Superego: regulator Freud’s third division of the mind, develops from the ego during early childhood; the superego’s goal is to apply the moral values and standards of one’s parents or caregivers and society in satisfying one’s wishes these moral standards of which we are conscious or aware and moral standards that are unconscious or outside our awareness

19 Sigmund Freud Elements of Personality
Basic human needs: Eros and Thanatos as opposing forces Developing personality The id: Basic drives The ego: Efforts to achieve balance The superego: Culture within Managed conflict Id and superego are in constant states of conflict, with the ego balancing the two.

20 Sigmund Freud Elements of Personality

21 Freudian: Developmental Stages
~Psychosexual stages five developmental periods-oral, anal, phallic, latency, and genital stages- each marked by a potential conflict between parent and child. The conflicts arise as a child seeks pleasure from different body areas that are associated with sexual feelings (different erogenous zones). Freud emphasized that the child’s first five years were most important in personality development.

22 Freudian: Developmental Stages
Fixation: ~the source for potential personality problems~ can occur during any of the first three stages – oral, anal, phallic - refers to a Freudian process through which an individual may be locked into a particular psychosexual stage because his or her wishes were either overgratified or under gratified

23 Freudian: Developmental Stages
Five psychosexual stages; that Freud said every child goes through~ Oral stage: early infancy: first 18 months of life is a time when the infant’s pleasure seeking is centered on the mouth with activities include: sucking, chewing, and biting Fixation (manifestation as an adult) adults who continue to engage in oral activities, such as overeating, gum chewing, or smoking; oral activities can be symbolic as well, such as being overly demanding or “mouthing off”

24 Freudian: Developmental Stages
2. Anal stage: late infancy: 11/2 to 3 years a time when the infant’s pleasure seeking is centered on the anus and its functions of elimination Fixation results in adults who continue to engage in activities of retention or elimination retention: very neat, stingy, or behaviorally rigid elimination: generous, messy, or behaving very loose or carefree

25 Freudian: Developmental Stages
3. Phallic stage: early childhood: 3 to 6 years a time when infant’s pleasure seeking is centered on the genitals manifestation… Oedipus complex: process in which a child competes with the parent of the same sex for the affections and pleasures of the parent of the opposite sex Boys: develops attraction to his mother and begins to hate his father;fears castration;will go through life trying to be tough Girls: (Electra Complex): realizes she has no penis and develops penis envy; she turns against her mother and develops feelings for her father; will feel inferior to men

26 Freudian: Developmental Stages
4. Latency stage: middle to late childhood: 6 to puberty time when the child represses sexual thoughts and engages in nonsexual activities, such as developing social and intellectual skills at puberty, sexuality reappears and the next stage begins

27 Freudian: Developmental Stages
5. Genital stage: puberty through adulthood time when the individual has renewed sexual desires that he or she seeks to fulfill through relationships with other people conflict resolution depends on how conflicts in the first three stages were resolved: if the individual resolved issues in earlier stages they will adapt well in this stage; on the other hand if they did not they will not be able to develop healthy relationships

28 Piaget: Cognitive Development

29 Infancy and Childhood Infancy } infant to toddler
Childhood } 2 years until puberty During this time we go through Maturation where: Physical Motor Perceptual Developments occur

30 Physical Development Growth is rapid as an infant
From roughly 6-puberty growth is slow but steady Brain also follows this pattern of growth maturing in adolescence But Undernourishment, abuse, neglect can delay physical development

31 Motor/Perceptual Development
Motor Skills combining the use of your brain maturing and muscle growth is develops rapidly. Typical pattern pg.172 Perceptual abilities in infants also rapidly develop. Using “Cliff Studies”, voice and face recognition, we know that infants are progressive.

32 Cognitive Development
Piaget’s Theory of Cognitive Development explains a child’s development through (4) stages each with its own schemas (or patterns of thinking in which we acquire and apply knowledge about our world). Sensorimotor, birth to 18 months 1. Infants are completely reflexive to their environment. A baby will look at you every time you snap your fingers. 2. Object permanence: an infant realizes objects exist when they are out of view.

33 Cognitive Development
B. Preoperational: 18 months to 6 years 1. Symbolic thought: use of language, use of representation 2. Egocentrism: a child can only understand things through their perspective. 3. Animism: tendency to attribute life to everything.

34 Cognitive Development
C. Concrete Operations: Age 6-11 Conservation: An object doesn’t increase or decrease because its form changes. Concrete logic and concepts: A child can reason and understand “real-life” logic, but can’t grasp abstract thoughts and problems. A bleeding cut v. cancer

35 Cognitive Development
Formal Operations: 11 years Children can begin to understand abstract thought and reasoning. Children are ready for adult tasks Not all children or adults achieve this level of reasoning. Criticism: Development may be more gradual and not as abrupt. Is formal operations just a product of higher education? Whatcha think?

36 Jean Piaget Cognitive Development
Cognition How people think and understand Stages of development Sensorimotor stage: Sensory contact understanding Preoperational stage: Use of language and other symbols Concrete operational stage: Perception of causal connections in surroundings Formal operational stage: Abstract, critical thinking

37 Kohlberg: Moral Development

38 Kohlberg: Moral Development

39 Lawrence Kohlberg Moral Development
Moral reasoning The ways in which individuals judge situations as right or wrong Preconventional Young children experience the world as pain or pleasure Conventional Teens lose selfishness as they learn to define right and wrong in terms of what pleases parents and conforms to cultural norms. Postconventional Final stage, considers abstract ethical principles

40 Erikson’s 8 Stages of Development

41 Psychosocial Development
Starting early in life a person begins their psychosocial development interacting with the world around them. This is the time where one’s Identity begins to form. Erik Erikson’s 8-step theory sought to explain the similarities. What about the differences?

42 Psychosocial Development
Temperament: Your natural way of acting and reacting to things in your world. Social relationships: Your relations with your mother and other caretakers. Self-Esteem: Young children develop self-schemas which influence their identity and self-esteem down the road Negative v. Positive Self-Esteem Self-Esteem

43 Psychosocial Development
Parenting Styles: How were you raised? Maybe? Permissive: few limits/rules, little involvement. Leading to anti-social behavior, no self-control. Or? Authoritarian: very strict and disciplined often using punishment. Leading to anxiety, social coping skills. How about? Authoritative: clear standards, discipline with constructive criticism. Leads to well-rounded children.

44 Eric H. Erickson Eight stages of development
Challenges throughout the life course Stage 1 - Infancy: trust (Versus mistrust) Stage 2 - Toddlerhood: autonomy (versus doubt and shame) Stage 3 - Preschool: Initiative (versus guilt) Stage 4 - Preadolescence: Industriousness (versus inferiority)

45 Stage 5 - Adolescence: Gaining identity
Erickson Stages 5-8 Stage 5 - Adolescence: Gaining identity (versus confusion) Stage 6 - Young adulthood: Intimacy (versus isolation) Stage 7 - Middle adulthood: Making a difference (versus self-absorption) Stage 8 - Old age: Integrity (versus despair)

46 Eric H. Erickson This theory views personality as a lifelong process and success at one stage prepares us for the next challenge. Critics: Not everyone confronts the challenges in the same order. Not clear if failure to meet one challenge predicts failure in other stages Do other cultures share Erickson’s definition of successful life?

47 Carol Gilligan Gender Factor
Compared moral reasoning of girls and boys Boys develop a justice perspective. Formal rules define right and wrong. Girls develop a care-and-responsibility perspective. Personal relationships define reasoning. Critical evaluation Cultural conditioning accounted for the differences. Male and female morals will probably become more similar as more women enter the workplace.

48 The Social Self Socialization: The interactive process through which people learn the basic skills, values, beliefs, and behavior patterns of society. Self: a conscious awareness of one’s distinct identity that separates you from other members of society.

49 People primarily use the following sources:
Mead: Role-Taking George Herbert Mead’s Role-Taking: Theorized that we see ourselves as others see us but then take on the roles of others. -Therefore we anticipate what others expect of us, or in other words see ourselves through the eyes of others. People primarily use the following sources: We internalize the expectations of those closest to us. (our significant others) As we age the (generalized other) begins to guide our behavior and what is expected of us.

50 Mead: Role-Taking Mead also theorized how individuals develop the ability of role-taking. He established the following 3-step process. Children at a very early age mimic the actions of others without knowing the meanings. Children then begin to “play” the roles of others and begin to see how the world sees people different from them Children at a later age begin to play games which necessitate them internalizing who and what they are supposed to be and do. They then see how “real-life” works.

51 George Herbert Mead Social Self
Self–The part of an individual’s personality composed of self-awareness and self-image Self develops only from social interaction. Social experience is the exchange of symbols Understanding intention requires imagining the situation from the other’s point of view. By taking the role of the other, we become self-aware.

52 Mead Development of Self
Imitation Infants mimic behavior without understanding intentions. Play Taking the roles of significant others Games Taking the roles of several others at once Generalized other Widespread cultural norms and values we use as a reference in evaluating ourselves

53 Building on Social Experience George Herbert Mead described the development of the self as a process of gaining social experience. That is, the self develops as we expand our capacity to take the role of the other.

54 Locke: Tabula Rasa John Locke’s Tabula Rasa:
Theorized that each human being is born as a “clean slate”.

55 Tabula Rasa & Empiricism:
Locke: Tabula Rasa Tabula Rasa & Empiricism: Ultimately, in his acceptance of the existence of God, Locke was a dualist -- though only barely so; he did not consider man to be a divine creature fixed with ideas on coming into this world. Locke was an empiricist, viz., all knowledge comes to us through experience. "No man's knowledge here can go beyond his experience." There is no such thing as innate ideas; there is no such thing as moral precepts; we are born with an empty mind, with a soft tablet (tabula rasa) ready to be writ upon by experimental impressions. Beginning blank, the human mind acquires knowledge through the use of the five senses and a process of reflection. Not only has Locke's empiricism been a dominant tradition in British philosophy, but it has been a doctrine which with its method, experimental science, has brought on scientific discoveries ever since, scientific discoveries on which our modern world now depends.

56 Cooley: The Looking-Glass Self
Charles Cooley’s Looking-Glass Self: Focused his theory and research on how an individual develops a sense of self. How we think others see us. We analyze the reactions of others and determine if they view us as we view ourselves. We us our perceptions of how others see us to create feelings about ourselves. The I and Me: The self has two parts. Active side of the self is “I” Objective side of the self is “me” I: the unsocialized, spontaneous, self-interested part of one’s personality and self-identity. Me: aspect of one’s self that is aware of societies expectations and attitudes.The socialized self.

57 Cooley: The Looking-Glass Self
The basis of a child’s self is created by the reflection they get from their parents, caregivers, family etc. This theory places great weight on a child’s parents, environment, and reflection they get back from those who have a profound impact One’s self image and the redefinition of it continues throughout life

58 Agents of Socialization
The Family The School The Peer Group The Mass Media

59 The Family Most important agent Parental attention is very important
A loving family produces a happy well-adjusted child. Parental attention is very important Bonding and encouragement Household environment Stimulates development Social position Race, religion, ethnicity, class

60 Agents of Socialization
Agents of socialization are the main components of society that sociologists feel allow the process of socialization to take place. Family: Family is the key component of socialization in most societies. Families socialize through both deliberate and unintended activities and means. Because of the endless combinations and differences in families, uniquely different individuals are produced

61 Racially Mixed People across the United States

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63 Agents of Socialization
2. Peer Group: As a child ages and leaves the home peers begin to exact influence on an individual. Peer group values and norms are not always the same as one’s family’s’.

64 Peer Groups Developing sense of self that goes beyond the family
A social group whose members have interests, social position and age in common Developing sense of self that goes beyond the family Young and old attitudes and the “generation gap” Peers often govern short-term goals while parents influence long-term plans. Anticipatory socialization Practice working toward gaining desired positions

65 Agents of Socialization
3. School: School as a social institution attempts to socialize individuals through numerous means Deliberate education Extracurricular activities (to prepare individuals for a well rounded life). The unintended process of socialization through contact with teachers and other peers.

66 The School Experience diversity Hidden curriculum First bureaucracy
Racial and gender clustering Hidden curriculum Informal, covert lessons First bureaucracy Rules and schedule Gender socialization begins From grade school through college, gender-linked activities are encountered.

67 Agents of Socialization
4. Mass Media: Instruments of communication that in modern society envelope people, with constant information and images Junk TV: kids fed 9 fast food ads an hour About a quarter of commercial television advertisements are for food.

68 Impersonal communications aimed at a vast audience
Mass Media Impersonal communications aimed at a vast audience Televisions in the United States 98% of households have at least one TV. Two-thirds of households have cable or satellite. Hours of viewing television Average household = 7 hours per day Almost half of individuals’ free time Children average 5 ½ hours per day. Television, videotapes, video games

69 Television Ownership in Global Perspective

70 Agents of Socialization
Studies show preschoolers spend an average of nearly 30 hours a week watching television; some spend more time watching television than doing anything else except sleeping (Anderson, Lorch, Field, Collins, & Nathan, 1986; Aulette, 1994; Kaplan, 1991). Nielsen Media Research has found that by the time children are 16 years old, they have spent more time watching television than going to school (as cited in Basow, 1992). As a result, children are exposed to about 20,000 advertisements a year (Stoneman & Brody, 2001). By the time a child graduates from high school, he will have witnessed 16,000 violent deaths on television (Gerbner & Gross, 1976). By the time a child graduates from high school they will have witnessed 200,000 fictional acts of violence.

71 The Life Cycle

72 The Life Course Childhood (birth through 12) The “hurried child”
Adolescence (the teenage years) Turmoil attributed to cultural inconsistencies. Adulthood Early: 20-40, conflicting priorities Middle: 40-60, concerns over health, career and family Old age (mid-60s and older) More seniors than teenagers Less anti-elderly bias Role exiting

73 In The Life of A teenager:
An Average Day In The Life of A teenager: In Just One average Day: 1.    2,795 teen-agers become pregnant 2.    1,106 pregnant teens have abortions 3.    1,027 babies are born drug and alcohol exposed in utero 4.    375 teens are arrested for drug abuse teens are arrested for drinking and driving 6.    177 teens are arrested for violent crimes 7. 8 teens are killed by firearms 8. 30 children are wounded by gunfire 9. 135,000 children bring a gun to school 10. 2,756 high school students drop out 11. 1,849 children are abused or neglected 12. 5 teen-agers commit suicide 13. 3,288 children run away from home 14. 1,900 public school students are corporally punished 15. 16,964 public school students are suspended 16. 1,629 children are in adult jails These statistics are from the Children’s Defense Fund, The figures come from crime reporting. Other facts come from; Startling statistics about children. American Bar Association Journals.

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76 Global Map 5.1 Child Labor in Global Perspective

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81 Adulthood

82 Dying 85% of Americans die after age 55.
Elisabeth Kübler-Ross stages of dying Denial Anger Negotiation Resignation Acceptance

83 Adulthood

84 The World of Work The composition of the American workplace is changing. Will you have a job or a profession

85 The World of Work Will you have job satisfaction?
- average American will hold nine jobs between the ages of 18-34 -average American will change careers 5-6 times in a lifetime

86 Late Adulthood Sociological stages of Old Age
Young-Old 65-74: adjusting to retirement Middle-Old 75-84: physical/mental decline, death Old-Old 85 +: increased dependence, death Source: SSA

87 Late Adulthood Physical and Mental Functioning

88 Late Adulthood Dealing With Dependency

89 Total Institutions Erving Goffman
A setting in which people are isolated from the rest of society and manipulated by an administrative staff. Erving Goffman Staff supervises all daily life activities Environment is standardized. Formal rules and daily schedules

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91 Resocialization Staff breaks down identity.
Efforts to radically change an inmate’s personality by carefully controlling the environment Staff breaks down identity. Goffman: “Abasements, degradations, humiliations, and profanations of self” Staff rebuilds personality using rewards and punishments. Total institutions affect people in different ways. Some develop an institutionalized personality.

What is the lifelong social process?

What is the lifelong social process wherein individuals adapt culture?

What concept refers to the lifelong social experience quizlet?

What term refers to a person's fairly consistent patterns of thinking feeling and acting?