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28 Cards in this Set
- Front
- Back
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Socialization Defn |
the complex of processes by which we learn threekey things: A) to become human. – i.e.,acquire a SELF B) to interact socially & C) the agreements or rules of our group |
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Nature- Nurture Debate |
Truth in both positions. - Examples for genes: o (1) Males cannot bear children - examples for culture: o (1) Studies of feral children: most of “human nature” is a product of social interaction. |
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Possible Convincing Argument for Sociobiology |
- The existence of sociocultural universals. Two types: - (1) THOSE MANIFESTLY NECESSARY FOR LONG-TERM GROUP SURVIVAL à SEXUAL HABITS & CARING FOR CHILDREN - (2) those not manifestly necessary à e.g. Gender-based division of labor, incest taboos, rites of passage, & beliefs in the supernatural. |
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Three Primary arguments against Sociobiology |
1) only VARIABLES can affect ofcorrelate with VARIABLES. Human behavior is NOT uniform enough to be explainedas instinctive. 2) Sociobiology provides supportfor racism, sexism, & socio-economic inequality. 3) Nurture RULES of Nature. (i.e.CULTURE imposes itself upon NATURE.) |
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Examples of nurture ruling over nature |
(a) genes not clearly linked to specific behaviors (b) Expression of altruism is strongly influences by group norms (c) Content of sex roles varies widely from society to society (d) Studies of feral children suggest that most of “human nature” comes from social interaction. |
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Types of Socialization: Seven Categories |
1. Primary Socialization – Home isKey. 2. Secondary Socialization –Formal… school, etc. 3. Anticipatory Socialization –Before a role... E.g. Parents-to-be. 4. Resocialization – e.g. BOOTCAMP 5. Revers Socialization –Immigrants, techno… 6. Blocked Socialization –Orphanages... 7. Oversocialization |
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Oversocialization |
Occurs on in (1) multi-ethnic societies and (2) societies that discourage or punish individuality o NOTE: Ethnic groups tend to advocate over socialization when they felt that their survival is threatened. Oversocialization can turn human beings into ROBOTS Brainwashing and deprogramming are similar in that people who undergo these processes are not free to integrate their values and actions independently. |
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Agents of Socialization |
1. The Family 2. Peers 3. The School 4. The Mass Media 5. The community 6. Religious Organizations 7. Politics. |
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Three Processes of Socialization: |
(a) INSTRUMENTAL CONDITIONING - Process of learning how to respond in a given situation in order toget a positive reinforcement. (b) OBSERVATIONAL LEARNING - AKA Modeling. (c) INTERNALIZATION àExternally imposed behavior standards & values become internal |
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Four key Outcomes of Socialization: |
(a) Gender Roles (b) LINGUISTIC & COGNITIVE COMPETENCE (c) MORAL DEVELOPMENT (d) WORK ORIENTATIONS |
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(a) Gender Roles |
- Societies have gender scripts & the media hype these. |
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(b) LINGUISTIC & COGNITIVE COMPETENCE |
- Children learn language through socialization |
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(c) MORAL DEVELOPMENT |
- Lawrence Kohlberg Outlines SIX specific stages |
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(d) WORK ORIENTATIONS |
- The higher the occupational positions, the LESS supervision. THUS, middles class occupations are not as closely supervised as lower. |
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Theories ofSocialization |
1. Developmental 2. Social Learning 3. Interpretive 4. Sociological |
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1. Developmental |
- Socialization is largely dependent upon processes of physical and psychological maturation that are biologically determined. - A biologically-oriented perspective. |
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2. Social Learning |
- Emphasizes the child’s acquisition of cognitive & behavioral skills from the environment through learning. - IE. Emphasizes the process of LEARNING through reinforcement, etc. |
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3. Interpretive |
- Emphasizes INTERACTION - IE. Focuses on how children discover the MEANING common to their social group (e.g. Family) by communicating with parents and other group members. - Cultural routines. E.g. Greeting rituals, are crucial. - Based on symbolic interaction. |
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4. Sociological |
- IMPACTS OF SOCIAL STRUCTURE - This perspective is Sociological - Emphasizes the influence of the social structure and group life on socialization. - Sees socialization as a product of group life (“Its takes a village to raise a child”) |
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Charles Cooley |
- “Looking-glass self” - We acquire a self-image by imagining how other people see us o Our significant other, Parents, siblings, teachers, etc. |
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Mean |
- Mind - Self - The Me = the social self - The I = independent of what others think. More dynamic aspect of self. - The generalized other o Based on what the “average person’ thinks or does. - Mead’s stages: o 1. Play - Major Function: o To help the child acquire skills in role-taking. o 2. Game à Child responds to self in terms of the “generalized other” |
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Sigmund Freud (1856 – 1939) |
- Austrian neurologist & founder of psychoanalysis. - Socialization is stressful. Children NATURALLY resist - Sexual energy(LIBIDO) Is a source of pleasure… - The LIBIDO is directed or channeled towards civilized ends throughthe process of SUBLIMATION. |
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Erik Erikson (1902-1994) |
- Jewish -Did not know his biological father, who was Danish - Was teased: too Nordic and too Jewish. - Coined the term Identity Crisis - Build on Freud, with two CORE difference: (a) Sexuality is NOT centraland (b) stages of development areless rigid. |
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Erikson’s EIGHT developmental stages: |
1. Trust vs Mistrust 2. Autonomy vs. Shame & Doubt 3. Initiative vs. Control 4. Industry vs. Inferiority 5. Identity vs. Identity confusion 6. Intimacy vs. Isolation 7. Generativity vs. Self-absorption 8. Integrity vs. Despair & disgust. |
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Jean Piaget |
- Focused on the cognitive – the intellectual – aspects of humansocialization - Does not deal with EMOTIONAL & other aspects of personalitydevelopment - Piaget’s Four stages: A) the sensorimotor (birth – 2years) B) the pre-operational (two –seven years) C) the concrete operational (7-11 years) D) the formal operational (12 –15 years) |
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Lawrence Kohlberg (1981) |
- Build on Piaget - University of Chicago & Harvard University prof who wasinterested in children’s reactions to Moral dilemmas. - Argues we go through some of all of the stages – always in the sameorder. - Some psychologist, such as CAROL GILLIGAN, contend that, as comparedto men, women tend to take a more care-oriented approach to morality. |
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Kohlberg's expanded Piaget theory: SIX stages |
o Level one (Pre-conventional) 1. Obedience and punishment orientation 2. Self-interest orientation - What is in it for me? o Level 2 (Conventional) 3. Interpersonal accord and conformity - Good girl/good boy attitude. 4. Authority & social order maintain orientation. - Law and order morality. o Level 3 (Post-Conventional) 5. Social contract orientation 6. Universal ethical principles - Principle conscience |
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Major shortcomings of Kohlberg’s perspective: |
(1) Determinants of moraljudgments are located in individuals. (2) Leaves out socialstructure. (3) Sexist –i.e. Biased infavor of men. |
