Behavior - PowerPoint Presentation

Slide1

BehaviorSlide2

Vocabulary

Social environment

Feral children

SocializationSelfLooking-glass selfTaking the role of the otherSignificant otherGeneralized otherIdEgoSuperegoDegradation ceremony

Gender socialization

Mass media

Gender role

Peer group

Social inequality

Agents of socialization

Manifest functions

Latent functions

Anticipatory socializations

Resocialization

Total institution

Life courseSlide3

Socialization

Process by which people learn the characteristics of their group

Knowledge

SkillsAttitudesValuesActions thought appropriate by the groupSlide4

Socialization

From birth through death, humans use interactions in order to participate in its culture

Learning how to speak

Learning certain skills in order to contribute to your group/societyDeveloping/critiquing certain values and attitudes that you identify with in your group or societyWithout these interactions, babies become more like big animals rather than humanSlide5

Read the story assigned to your group

“Feral Children”, pg. 64

“Isolated Children”, pg. 65

“Institutionalized Children”, pg. 65“Deprived Animals”, pg. 67Slide6

Cooley – Looking-Glass Self

Our self develops through our internalizing others’ reactions to us

Looking-glass Self

We imagine how we appear to those around usWe interpret others’ reactionsWe develop a self-conceptThis doesn’t depend on accurate evaluationsPart of an ongoing, lifelong processSlide7

Cooley – Looking-Glass Self

Write down how you think you appear to others in class

Why do you think you appear that way?

Do your friends, family, teachers, or others agree with your assessment? Why or why not?Slide8

Mead – Role Taking

“Play” is crucial to the development of a self

Allows children to put themselves in someone else’s shoes, i.e., understanding how someone else feels and anticipating how that person will actSlide9

Mead – Role Taking

2 people volunteer to be blindfolded

2 people volunteer to not be blindfolded

4 people volunteer to help instruct others on how to play checkersSlide10

Mead – Role Taking

Study by John

Flavel

8- and 14-year olds told to explain a board game to some children that were blindfolded, and some that were not8-year olds gave the same instructions to everyone, regardless if they were blindfolded14-year olds gave more detailed instructions to those that were blindfoldedStudy results were that the older children were more able/ready to take the role of the otherSlide11

Mead – Role Taking

Taking role of others requires 3 stages:

Imitation (age 3 and under)

: Children can only mimic others, imitate people’s gestures and wordsPlay (ages 3-6): Children pretend to take roles of specific people, and also enjoy costumes or dressing up in their parents’ clothesFirefighters, Lone Ranger, Xena, BatmanGames (ages 6+): Organized play/team games coincides w/early school years

In baseball, kids must know how to play multiple roles, and anticipate what to do when the ball is hit/thrownSlide12

Mead

We are active in our socialization process

Do not just sit there and absorb the responses of others

Our self and our human mind is a social productCan’t think w/o symbolsSymbols only come from societySlide13

Piaget – Development of Reasoning

(1)

Sensorimotor

stage (Birth – 2 yrs. old)Understanding is limited to direct contact w/environment (sucking, touching, listening, looking)Don’t think in any sense that we understandCan’t recognize cause and effect(2) Pre-operational stage (2 – 7 yrs. old)Develop ability to use symbols

Don’t understand common concepts (speed, size, causation)

Have no ability take role of the otherSlide14

Piaget – Development of Reasoning

(3)

Concrete operational stage (7 – 12 yrs. old)

Reasoning abilities are more developed, but remain concreteUnderstand speed, size, causation; don’t understand truth, honesty, justice w/o concrete examples(4) Formal operational stage (12+ yrs. old)Capable of abstract thinkingSlide15

Socialization into GenderSlide16

Choosing a Gender?

Gender socialization

Ways in which society sets children onto different courses in life b/c they are male or female

All societies expect different attitudes from boys and girls, and thus, we/they put them in separate directions in lifeSlide17

Gender Attitudes/Behaviors

Males

FemalesSlide18

(1) Family Influence

Parents are first to teach this symbolic division

Choosing pink and blue

Genderless children?Study by Goldberg and Lewis (1969) found that mothers subconsciously reward:Daughters for being passive/dependentSons for being active/independentSlide19

Attitudes/Behaviors

Males

Get guns/action figures

Encouraged to participate in more rough-and-tumble playMore ok by parents to roam out further than girls

Females

Get dolls/jewelry

Encouraged to play house, or activities that keep them cleaner and/or more compliant

Less ok by parents to roam out further than boysSlide20

(2) Peer Influence

Aside from family, peers are most powerful group in “sorting out” process of gender roles

Friends, classmates, community kids

Both boys/girls make conversation about others in terms of how one looksSlide21

Gender Conversations

Males

“Dude, check her out…”

“Oh the things I’d like to do to her…”“Good thing I have sunglasses on so that she can’t see me checking her out…”“I don’t care about her personality, but her looks…mmm

…”

Females

“The only thing that makes her look anything is all the makeup…”

“She had a picture, and she’s standing like this.” (Poses w/one hand on her hip and one by her head

“Her face is probably this skinny, but it looks that big ‘cause of all the make up she has on it.”

“She’s ugly, ugly, ugly…”Slide22

(2) Peer Influence

How many girls feel most guys think this or talk this way? Why?

How many guys feel most girls think this or talk this way? Why?

How many of you reject the previous conversations? Why?Slide23

(3) Mass Media Influence

Advertising (

Guys

, Girls)Avg. American watches 20,000+ commercials/yr.Commercials aimed at children more likely to show girls as cooperative/at home and boys as aggressive/at other locationsCommercials aimed at adults tend to show men as dominant/rugged and women as sexy/submissive 

perpetuating stereotypes about bothSlide24

(3) Mass Media Influence

TV/Movies

Movies/primetime TV – Male characters outnumber female characters; males more likely to have higher-status positions

Comedies – Female characters are more verbally aggressive than malesVideo GamesCollege students, especially men, relieve stress by playing video gamesNo actual data on how video games portray gender rolesSlide25

Socialization AgentsSlide26

Agents of socialization

People/groups that affect our sel

f-concept, attitudes, behaviors, or other orientations toward life

The Family

The Neighborhood

Religion

Day Care

The School

Peer groups

Sports & Competitive Success

The Workplace

Others?Slide27

The Family – Subtle Socialization

Child is in stroller



Father more likely to push strollerChild isn’t in stroller  Mother more likely to push stroller & father is carrying childWhat kinds of gender messages are being pushed in the above observations?Slide28

The Family – Social Class

Working-Class Parents

Mainly concerned w/keeping their kids out of trouble

Tend to use more physical punishmentTend to believe children develop naturallyJob is to provide food, shelter, comfortTend to set limits in areas

Middle-Class Parents

Focus more on developing children’s curiosity, self-expression, self-control

More likely to reason w/their children than use physical punishment

Tend to believe children need a lot guidance to develop correctly

Children’s play develops knowledge/social skillsSlide29

The Family – Social Class

Why do working-class and middle-class parents rear their children so differently?

Bosses tell blue-collar workers exactly what to do

 blue-collar parents stress obedienceBosses tell white-collar workers things to get done, workers take more initiative in completing work  white-collar parents stress getting things doneSome parents will act opposite of their socioeconomic status…why?Slide30

The Family – Social Class

Type of job for parents has a greater effect on child-rearing styles

Middle-class office workers are closely supervised

 tend to follow working-class child-rearing stylesWorking-class workers doing home repair have a lot more freedome 

tend to follow middle-class child-rearing stylesSlide31

The Neighborhood

Religion is extremely important in U.S.

68% belong to a church congregation

During a typical week, 2/5 Americans attend a church serviceDay Care (any care other than the mother)Children spending more hrs. in day care than w/mothers have weaker bonds w/their mothersChildren are also more likely to fight, be cruel/meanReverse for children that spend more time w/their mothersSlide32

The School

Home – kids learn attitudes/values that match their family situation in life

School – kids learn a broader perspective that helps them take a role in life outside of home

Learn universality  rules apply to everyone, regardless of backgroundSlide33

The School

Schools’ hidden curriculum – patriotism, democracy, justice, honesty

Students’

corridor curriculum – racism, sexism, illicit ways of making money, coolnessSlide34

Peer Groups

When children come into contact w/more socialization agents (typically as you get

older), influence of the family tends to lessen

In school, children are exposed to peer groups that can help resist efforts of parents/schools to socialize themSlide35

Peer Groups

Boys peer group norms

Athletic ability

CoolnessToughnessHigh grades lowered popularity

Girls peer group norms

Family background

Physical appearance

Ability to attract popular boys

High grades increased popularity

Individuals in peer groups tend to listen to same kind of music, dress similarly, and even behave similarly (regardless if that behavior follows rules or

notSlide36

Sports/Competitive Success

Sports teach physical skills and values

Being team players

Setting goals and working to achieve themPhysical exerciseBoys tend to learn to achieve in sports is to gain stature in masculinityMore success  more masculine a boy is perceived to be



more prestige in peer groupsSlide37

Sports/Competitive Success

Sports help boys develop instrumental relationships

Based on

what you can get out of each personGirls tend to construct their identities on meaningful relationships, not on competitive successWith the rise of female participation in sports, studies will need to be held to see its impacts on female relationships and behaviorsSlide38

The Workplace

When working a job, we don’t just earn $$$; we also come into contact

different perspectives from totally different people

Often try out several jobs before being committed to a particular line of workAnticipatory socialization is when you try to learn about a job before you accept a role in itReading books, talking to others in the job helps get an idea of what the job will be like