Chapter 3 Socialization From Infancy to Old Age Learning Objectives LO 51 Describe how social interaction is the foundation of personality Nature vs nurture isolated children LO 52 ID: 745242
Download Presentation The PPT/PDF document "SOCIALIZATION: FROM INFANCY TO OLD AGE" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
SOCIALIZATION: FROM INFANCY TO OLD AGE
Chapter 3Slide2
Socialization: From Infancy to Old Age
Learning Objectives
LO
5.1
Describe how social interaction is the foundation of personality
.
Nature vs. nurture, isolated children.
LO 5.2
Explain six major theories of socialization.
LO 5.3
Analyze how the family, school, peer groups, and the mass media guide the socialization process.
LO 5.4
Discuss how our society organizes human experience into distinctive stages of life.
LO 5.5
Characterize the operation of total institutions.Slide3
The Power of Society
How conscious is one’s decision to spend time in front of the television?Slide4
Social Experience is the Key to Our Humanity
Socialization
Lifeline social experience by which individuals develop human potential and learn patterns of their culture
Personality
fairly consistent patterns of thinking, feeling, and acting built through internalization
LO 3.1 Describe how social interaction is the foundation of personality.Slide5
Human Development: Nature vs. Nurture
B
iological sciences:
The role of nature
Elements of society have a naturalistic cause
Social sciences:
The role of nurture
Most of who and what we are as a species is learned
Nature or nurture?
It is both, but from a sociological perspective, nurture matters more.Slide6
The personalities we develop depend largely on the environment in
which we live. When a child
’
s world is shredded by violence, the damage
(including losing the ability to trust) can be profound and lasting.
This drawing was made by a child living through the daily violence of the civil war in Syria. What are the likely effects of such experiences on a young person
’
s self-confidence and capacity to form trusting ties?Slide7
Social Isolation and Abuse Affects Development
Effect on nonhuman primates: Harlow
'
s
experiments
Six months of complete isolation caused irreversible emotional and behavioral damage.Slide8
Isolation’s Effect on Children
Case Studies: Feral children, Anna, Isabelle, Genie, Oxana
Isolation left children damaged.
Supported critical periods of development
Success after intensive treatment was related to mental functioning and age at rescue.
Supported critical periods of developmentSlide9
Institutionalized Children
Neglect and abuse = inadequate development
Brain changes
Confirmed by PET Scans
Orphanages studies
Much damage permanentSlide10Slide11Slide12
Understanding Socialization: Theories
Sigmund Freud
Jean Piaget
Eric H. Erickson
George Herbert Mead
Carol Gilligan
LO 3.2 Explain six major theories of socialization.Slide13
Sigmund Freud
'
s Elements of Personality
2 basic opposing drives
Eros…life instinct
Thanatos
….aggressive “death instinct”
The id:
Basic drives
The ego
: Efforts to achieve balance
The superego:
Culture within Slide14
Freud
Developing personality
Id
Ego
Super ego
Elements of personality
Eros
ThanatosSlide15
Jean Piaget:
Cognitive
Development
Studied
cognition
How people think and understand
Identified four 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 Slide16
Lawrence Kohlberg: Stages of Moral Development
Built on Piaget
'
s work on moral reasoning
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 principlesSlide17Slide18
George Herbert Mead: Social Self
Social behaviorism
…. How social experience develops a personality
Self-
composed of self-awareness and self-imageSlide19
Cooley
: Looking-Glass Self
I and Me: The self has two parts
Self-image based on how we think others see us
Imagination + reaction + interpretation and experience = selfSlide20
Carol Gilligan: Gender and Moral Development
The two sexes use different standards of rightness.
Boys develop a justice perspective.
Formal rules define right and wrong
Girls develop a care-and-responsibility perspective.
Personal relationships define reasoningSlide21
Gilligan
Boys develop a justice perspective.
Formal rules define right and wrong
Girls develop a care-and-responsibility perspective.
Personal relationships define reasoning
The two sexes use different standards of rightness.Slide22
Eric H. Erickson: Stages 1–4
Stage 1 – Infancy: trust
Stage 2 – Toddlerhood: autonomy
Stage 3 – Preschool: Initiative
Stage 4 – Preadolescence: Industriousness
Challenges occur throughout the life course. Slide23
Erickson: Stages 5-8
Stage 5
– Adolescence: Identity
Stage 6
– Young adulthood: Intimacy
Stage 7
– Middle adulthood: Making a difference
Stage 8
– Old age: IntegritySlide24Slide25
Agents of Socialization
Settings affect the socialization process
The family
The school
The peer group
The mass media
LO 3.3 Analyze how the family, school, peer groups, and the mass media guide the socialization process
.Slide26
The Family
The family is the most important socializing agent.
Teaches children skills, values, and beliefs
Love + care = happy well-adjusted childSlide27
The Family: Race and Class
Through the family, parents give a
social identity
to children.
Racial identity, ethnicity
Social position
Religion, social classSlide28
Agents of Socialization: The School
Through school, children are socialized in various ways.
Experience diversity
Are exposed to
hidden curriculum
Begin
gender socialization
Accumulate
cultural capitalSlide29
Agents of Socialization: The Peer Group
Peers = members with interests, social position, age in common
Influenced by anticipatory socialization
Allow escape from direct adult supervision
sense of self beyond family
Often govern short-term goalsSlide30
Agents of Socialization: The Mass Media
Mass media
- for
delivering impersonal communications to a vast
audience.
Televisions
in the
United States
Hours of viewing television
Adverse effects of extensive viewingSlide31
Agents of Socialization: Television and Politics
Liberal critics
Racial and ethnic minorities have been excluded or stereotyped throughout television history.
Conservative critics
dominated by a liberal cultural elite that espouses political correctness.Slide32Slide33
Television and Violence
About 2/3 of parents say that they are “very concerned” that their children are exposed to too much media violence.
Violence in mass media
About 2/3 of TV content contains violence; characters show no remorse and are not punished.Slide34
Television and Violence
Rating systems and control
TV rating system adopted in 1997
Televisions manufactured after 2000 have a
“
V-chip
”
(parental control).Slide35
Socialization and Life Course
Each stage of life is linked to the biological process.
Societies organize the life course by age.
Stages present problems and transitions that involve learning.
Other factors shape lives: Race, class, ethnicity, and gender.
LO 3.4 Discuss how our society organizes human experience into distinctive stages of life.Slide36
Socialization and the Life Course
Old AgeSlide37
The Life Course: Patterns and Variations
Each stage of life is linked to aging, but the life course is largely a social construction (e.g., cohort)
.
Stages of the life course present certain problems and transitions involving new learning.Slide38
Dying
Elisabeth
Kubler
Ross
5 distinct stages
Depression
AcceptanceSlide39Slide40
Total Institutions
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 are established.
Staff breaks down identity.
Goffman:
“
Abasements, degradations, humiliations, and profanations of self
”
Staff rebuilds personality using rewards and punishments.
LO 3.5 Characterize the operation of total institutions.Slide41
Total InstitutionSlide42
Are We Free Within Society?
Society shapes how we think, feel and act.
If this is so, then in what sense are we free?
“
Never doubt that a small group of thoughtful, committed citizens can change The world, indeed, it is the only thing that ever has.
”
--Margaret Mead