CHAPTER 3 SOCIALIZATION



Chapter 3 Socialization: At-a-Glance

I. What Is Human Nature?

A. Isolated children show what? P. 60

1. The case study of Isabelle shows what?

2. End result for Isabelle?

B. Institutionalized children show that traits such as intelligence, cooperative behavior, and friendliness are the result of what? P. 62

1. What were the findings involving the infants in orphanages who received little adult interaction?

2. What happened to the control group of infants who remained in the orphanage?

3. What did we learn from Genie?

C. Studies of monkeys P. 63

1. What is the result of longer and more severe the isolation?

2. Harry and Margaret Harlow demonstrated what?

II Socialization into the Self, Mind, and Emotions

A. Socialization is the process by which we ___?

1. Charles H. Cooley (1864-1929) concluded what?

2. What is this called"?

3. According to Cooley, this process contains what 3 steps? P. 64

4. A favorable or negative reflection in the "social mirror" leads to what?

5. If we misjudge others' reactions, these become part of our self-concept.

B. This development process is long or short term?.

C. George H. Mead (1863-1931) agreed with Cooley, but added that what is critical to the development of a self?

1. In play, we learn to take the role of others:

2. Mead concluded that children are first able to take only the role of whom?

3. As the self develops, children internalize the expectations of whom?

4. What was Mead’s generalized othe?

5. According to Mead. the development of the self goes through what 3 stages?

6. Mead distinguished the "I" from the "me" in development of the self. Explain. P. 65

7. Mead concluded that not only the self is a social product, but also the mind. We cannot think without symbols, and it is society that gives us our symbols by giving us our language.

D. After years of research, Jean Piaget (1896-1980) concluded that there are four stages in the development of cognitive skills. Name each, identify the ages and describe each. P. 66

E. While it appears that the looking glass self, role taking, and the social mind are universal phenomena, there is not a consensus about the universality of Piaget's four stages of cognitive development.

1. Some adults never appear to reach which stage, whether due to particular social experiences or to biology.

2. The content of what we learn varies from one culture to another; with very different experiences and the thinking processes that revolve around these experiences, we can not assume that the developmental sequences will be the same for everyone.

F. Sigmund Freud (1856-1939) believed that personality consists of what 3 elements? Describe each. P. 67

1. Sociologists object to Freud's view that inborn and unconscious motivations are the primary reasons for human behavior. Why?

G. Emotions are not simply the result of biology; they also depend on what?

1. Everyone experiences what 6 basic emotions:

2. The expression of emotions varies according to what factors? P. 68

3. Socialization not only leads to different ways of expressing emotions, what else?

H. Most socialization is meant to turn us into what? P. 69

1. Why do we do some things and not others?

2. How does society sets up controls on our behavior?

III. Socialization into Gender

A. How does society nudge boys and girls in separate directions?

1. How do parents begin the process? P. 70

B. How does the media reinforce society's expectations of gender? P. 71

IV. Agents of Socialization

A. Our experiences in the family have a life-long impact on us, laying down a basic sense of self, motivation, values, and beliefs.

1. How do parents do this?

2. Research by Melvin Kohn suggests that there are social class and occupational differences in child-rearing.

3. What is the main concern of working-class parents regarding their children? Middle class?

4. How can the type of job held by the parent be a factor?

B. Does the neighborhood have an impact on children’s development? Explain P. 73

C. How does religion play a major role in the socialization of most Americans? Must they are not raised in a religious family?

D. Why has day care become a significant agent of socialization?

1. Researchers have found that the effects of day care depend on what?

2. Overall, research findings suggest that which children benefit from day care?

3. Children in better-quality day care interact better with other children and have fewer behavioral problems.

4. One national study of young children found that the more hours per week that children were in day care, the weaker the bond between mother and child and the more negative their interactions. While the findings of this study are indisputable, the explanation for them is another matter.

E. Schools serve many manifest (intended) functions for society, including what?

1. Schools also have several latent (unintended) functions.

2. How does the school present universality?

3. How do schools also have a hidden curriculum?

F. One of the most significant aspects of education is that it exposes children to peer groups.

1. What is a peer group? How does its influence compare with that of the family?

2. What did research by Patricia and Peter Adler document?

3. Why is it almost impossible to go against a peer group? P. 75

G. How are sports also a powerful socializing agents?

H. How is the workplace a major agent of socialization for adults? What is anticipatory socialization?

V. Resocialization

A. What is Resocialization?

1. When does resocialization usually occur?

2. Resocialization can be an intense experience, although it does not have to be.

B. Erving Goffman coined the term total institution.

1. What is a total institution?

2. What are examples of total institutions?

3. What is a degradation ceremony and what is its purpose?

4. How would you rate the effectiveness and why?

VI. Socialization Through the Life Course P. 77

A. Socialization occurs throughout a person's entire lifetime and can be broken up into different stages.

B. Childhood (birth to 12). Compare and contrast attitudes toward the child through history. P. 78

C. Adolescence (13-17)

1. What effect did the Industrial Revolution have on teenagers? How did attitudes toward education change?

2. Why would adolescents suffer inner turmoil? Describe some of their created standards.

D. Young Adulthood (18-29) P. 79

1. How are adult responsibilities postponed?

2. Describe this period?

E. The Middle Years (30-65) This can be separated into what 2 periods.

F. Older years (66 and beyond): This can also be separated into what 2 periods.

G. The social significance of the life course is how it is shaped by what social factors?

VII. Are We Prisoners of Socialization? P. 80

A. Do sociologists think of people as little robots who simply are the results of their exposure to socializing agents? Explain.

B. Are we actively involved even in the social construction of the Self? How?

Key Terms

agents of socialization: anticipatory socialization: (p. 75) degradation ceremony: (p. 75)

ego: (p. 66) gender socialization: (p. 69) generalized other: (p. 64) I: (p. 64)

id: (p. 66) life course: (p. 77) looking-glass self: (p. 63) mass media: (p. 70)

resocialization: (p. 75) self: (p. 63) significant other: (p. 64) social environment: (p. 60)

social inequality: (p.71) socialization: (p. 63) superego: (p. 66)

take the role of the other: (p. 64) total institution: (p. 75) transitional adulthood: (p.79)

KEY PEOPLE

Patricia and Peter Adler: Philippe Ariés: Charles H. Cooley:

Sigmund Freud: Erving Goffman: Susan Goldberg and Michael Lewis:

Harry and Margaret Harlow: Kenneth Keniston: Melvin Kohn:

George Herbert Mead: Jean Piaget: H.M. Skeels and H.B. Dye: ESSAY QUESTIONS

1. Explain what is necessary in order for us to develop into full human beings.

2. Why do sociologists argue that socialization is a process and not a product?

3. Having read about how the family, the media, and peers all influence our gender socialization, discuss why gender roles tend to remain unchanged from one generation to the next.

4. As the text points out, the stages of the life course are influenced by the biological clock, but they also reflect broader social factors. Identify the stages of the life course and indicate how social factors have contributed to the definition of each of these stages.

5. How would you answer the question, "Are We Prisoners of Socialization?"

6. According to the video, “Socialization,” which of the following arguments is more powerful: nature or nurture?

|Detailed Outline |Key Terms and Theorists |

|What is Human Nature? |Nature: refers to characteristics passed through heredity. |

|The “Nature vs. Nurture” argument. |Nurture: refers to the social environment, contact with others. |

|Studies of isolated and institutionalized children. |Harry and Margaret Harlow: conducted experiments with baby monkeys to |

|The Harlow Experiments. |demonstrate the relationship between infant-mother bonding and |

|“Society makes us human.” |“intimate physical contact.” |

|Down-to-Earth Sociology Heredity or Environment? p.61 | |

|Socialization Into the Self and Mind |Looking Glass Self: our sense of self develops from interaction with others. |

|Cooley and the “Looking Glass Self.” |Charles Horton Cooley: developed the concept of “Looking Glass Self.” |

|Mead’s three stage process of socialization. |George Herbert Mead: developed a three stage process to explain socialization |

|Mead’s concepts of the “I” and “Me”. |including the Imitation, Play, and Games stages. |

|Piaget’s theory of how children learn to reason. |Jean Piaget: Swiss psychologist who developed a theory on developing the ability |

|Freud’s theory of personality development. |to reason. |

|Figure 3.1 How We Learn to Take the Role of the Other p.65 |Sigmund Freud: developed psychoanalysis, a technique for treating emotional |

| |problems. |

|Learning Personality and Emotions |Psychoanalysis: a technique for treating emotional problems through |

|Freud and the development of emotions. |long-term, intensive exploration of the subconscious mind. |

|Emotions as social control. |Ego: the balancing force between the id and demands of society. |

|Cultural Diversity Around the World Do You See What I See?: Eastern and |Superego: the conscience. |

|Western Ways of Perceiving and Thinking p.68 | |

|Socialization Into Gender |Gender Socialization: expecting different attitudes and behaviors from |

|Gender socialization begins at birth. |a person because they are either male or female. |

|The mass media has a significant influence on gender socialization. |Mass Media: forms of communication directed at large audiences, such as|

| |radio, television, and movies. |

|Agents of Socialization |Agents of Socialization: people and groups that influence our |

|Family |orientation towards life, our self concept, emotions, attitudes, and |

|Neighborhood |behavior. |

|Religion |Peer Group: individuals of roughly the same age who are linked by |

|Day Care |common interests. |

|School and Peers |Anticipatory Socialization: learning to play a role before entering it.|

|The Workplace | |

|Mass Media in Social Life Lara Croft, Tomb Raider p 72 | |

|Cultural Diversity in the U. S. Caught Between Two Worlds p 74 | |

|Resocialization |Resocialization: learning of new norms, values, and behaviors to match|

|Total Institutions |new situations in life. |

|Degradation Ceremonies |Total Institution: a place cut off from the rest of society where |

|Loss of the Personal Identity Kit |officials control almost every aspect of its operation. |

|The Results of Being in a Total Institution Boot Camp As A Total Institution |Erving Goffman: coined the term Total Institution. |

|p 76 |Degradation Ceremony: stripping away an individual’s current identity. |

|ABC Video Erasing Race | |

|Socialization Through the Life Course |Life Course: the biological and social stages a person passes through |

|Childhood (birth-12) |from birth to death. |

|Adolescence (13-17) |Adolescence: a stage in life between childhood and adulthood, |

|Young Adulthood (18-29) |Sandwich Generation: People usually in the later middle years (50-65). |

|The Middle Years (30-65) | |

|The Older Years (65+ | |

|ABC Video Faceless, Nameless, Fathers | |

|ABC Video Asian Americans | |

|Figure 3.2 Transitional Adulthood | |

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