SOCIALIZATION PROCESS

INSTRUCTORS GUIDE
(SHOW PPT SLIDE #1) Title slide sho (SHOW PPT SLIDE #&) After this lecture and without reference the student will be able to complete the following with no less than 70% accuracy on a written test. LESSON O'(ECTI)ES LE)EL A. Define Socialization Process Knowledge . !dentify the sources that influence our socialization "omprehension ". Define Self#"oncept Knowledge D. Discuss the three identities used to structure our self#concept "omprehension $. $%plain $go#Defense &echanisms Knowledge '. Strategies for changing self#concept Lesso* +o,-s (ain an understanding of the socialization process and its impact on human beha)ior. e able to e%plain self#concept and the process used to self#identify. *nderstand the influences on our socialization and what role )alues and attitudes play in it. e familiar with the re#socialization of adults. +ealize that an $,+ must understand self and the socialization process in order to understand others and deal with di)ersity. I*st.-,tio*$l /ethod -ecture . /our !il" #Sho s o! H$te%

LEAD IN0 During this bloc0 of instruction1 we will discuss the importance of the socialization process1 and how it impacts our day#to#day interactions with others. !n order to understand the beha)iors and conduct of others1 we need to ha)e a better understanding of their social ma0e up1 their beliefs and )alues. /opefully1 this will gi)e you a better understanding of how to handle and sol)e any social issues1 and beha)ior problems that may occur within your unit during your tour of duty as an $,+. !nfants come into this world with a helplessness that is une2ualed in the animal world. 3o other creature is 2uite so dependent for 2uite so long as the human infant. abies grow up1 but first they must be taught to sit up1 wal01 feed themsel)es1 0now what dangers there are1 and li)e among people who e%pect certain 0inds of beha)ior from them. 4ithout socialization1 society could not perpetuate itself beyond a single generation and culture would not e%ist. 5his class will show you how socialization impacts on each and e)ery one of us. PART I1 IDENTI+2 THE SOCIALIZATION PROCESS

(SHOW PPT SLIDE #3)

SOCIALIZATION PROCESS A* $ll4e*,o"5$ssi*6 ed-,$tio*$l 5.o,ess !.o" hi,h 7$l-es8 6o$ls8 9elie!s8 $ttit-des8 $*d se:4.oles $.e $,;-i.ed1

.. 5he socialization process is an all#encompassing educational process from which )alues1 goals1 beliefs1 attitudes1 and se%# roles are ac2uired. Socialization is nothing more than the educational process by which we learn e)erything. 6SHOW PPT SLIDE #<) (The !ollo i*6 55t is set4-5 to t.$*sitio* 9-llets)
SOURCES THAT IN+LUENCE SOCIALIZATION N$tio* Re6io* Co""-*it= +$"il= /edi$ Pee.s > +.ie*ds

7. Sources that influence socialization are the following8 7

(Ne:t '-llet) a. N$tio*1 $ach nation has characteristics that are uni2ue to the country based on geography1 history1 and changes. /ere in the *.S. we ha)e $nglish as the official national language1 a democratic go)ernment1 rights1 laws1 and free enterprise. 3ational holidays reflect aspects of historical1 political1 or religious influences on a nation. 4e also ha)e a monetary and educational system. As each le)el of the American society operates within its normal function1 the total en)ironment is established. (Ne:t '-llet) b. Re6io*1 $)en while we get influences li0e these forms from the national le)el1 we also ha)e influences from the regional le)el. 5he region may be determined by a state boundary1 or a geographical feature1 which separates people 6ri)er1 wall1 body of water1 island9. 5he size of the region may )ary widely. Perhaps there are regional dialects or accents. Although the nation sets up certain holidays1 what is done may be a regional standard. 5he regional le)el influences us by gi)ing us more definite choices for :appropriate; acting and thin0ing. $ach of us pic0s up attitudes and beha)iors from states or areas during socialization. $%amples8 (round /og Day in Pennsyl)ania is perhaps more meaningful in that region than elsewhere. Also1 the Polar ear "lub1 /ar)est "elebrations1 /awaiian /olidays1 etc. (Ne:t '-llet) c. Co""-*it=1 5he community shares conduct and beha)ior through associations1 school systems1 club membership1 or community pro<ects. +ole models are a)ailable for our future beha)ior # teacher1 ban0er1 farmer1 mechanic1 welder1 cler01 dentist1 entertainer1 stoc0bro0er1 manager1 etc. 5he impact of the local community is to imprint characteristics1 which de)elop the indi)idual. (Ne:t '-llet) d. +$"il=1 -et=s loo0 at the family=s impact. 'irst of all what do we mean by family> $%ample8 riefly discuss stepfamilies1 foster1 nuclear1 e%tended1 single parent1 other types1 including any combination of adults and children li)ing together. ,b)iously1 the effects of the socialization process can be seen to become more and more specific1 as the relationship between us and our source of influence grows closer. Since a person spends most of the early periods of de)elopment with the family1 it has the greatest impact. 5he family pro)ides ethnic and racial identity1 and is the primary basis for personal )alues and attitudes. 6.9 +outines around food habits1 choice of cars1 boo0s read1 political affiliations1 leisure acti)ities1 etc. are :taught; through family role models and direct )aluation and prioritization. 'or each of us1 the family is a ma<or source of our )alues. ?

'rom our family we :absorbed; how it too0 )acations1 paid ta%es1 played1 wor0ed1 laughed1 cried1 sur)i)ed crisis1 sol)ed problems1 etc. 679 Se%#role socialization and gender roles are influenced on a daily basis. !n our society1 discrepancies between gender assignment and beha)ior associated with it1 are strongly disappro)ed1 and e)en punished. oys don=t cry1 girls shouldn=t be tomboys1 which toys to play with@ the family determines all. Stereotypes are taught. 6?9 Socialization begins with people who care for an infant e)en before birth. &other=s prenatal care1 feelings for the child1 whether welcomed or unwanted1 drug or alcohol use1 all ha)e an impact. (enes determine height1 s0in color1 color of eyes1 use of senses1 birth defects1 etc. Also order of birth1 and multiple births. Parent1 grandparents1 andAor significant others set the first gears of the transmission into motion. $%ample8 'rom the first dos and don=ts relating to beha)ior 6being fed1 diapers changed1 being held1 etc.91 to first perceptions 6:see the ball1 see the bunny1 smile;91 and attitudes 6pleasant sounds1 fighting1 sharing1 reading1 music1 abuse1 etc.91 the child learns the culture of its initial en)ironment. 6B9 $)ery family has ideas about right and wrong ways to raise children. 'acial features1 rate of physical and se%ual de)elopment1 differences of temperament1 size1 and strength can all affect the way parents and others respond to an infant. *ni2ue genetic ma0e#up1 influences treatment of children. +esearch in psychological areas show that children of alcoholic parents may carry genes that ma0e them more prone to alcoholism. (Ne:t '-llet) e. /edi$1 (+$,toid0 Child.e* ill 9e e:5osed to 1&? 7iole*t ,.i"es o* T) 9= the $6e o! 1<) &edia1 whether tele)ision1 radio1 newspaper1 magazines1 or mo)ies1 teaches us about our culture1 )alues1 stereotypes1 etc. 5ele)ision has had a ma<or impact on society. "omputers are also a ma<or influence along with technology. 4e li)e in an information age. (Ne:t '-llet) f. Pee.s $*d +.ie*ds1 Social consciousness becomes the hea)iest influence when children reach puberty. 'riends and peers at this age begin to determine how indi)iduals establish :norms;. So we ha)e to as01 who are their heroes> 4hat attracts them to their friends> ?. ,ur socialization comes from all sources. Socialization does not end when a person reaches .C. 5hese sources1 our total community as it were1 can be seen as the full conte%t1 or the system of relation1 in which culture is de)eloped1 transmitted1 and transformed. !t is a networ0 of people who share common e%periences1 and in their interaction with each other1 find common ways of articulating the meaning of those e%periences. $ntering the wor0force1 marrying1 di)orce1 becoming a parent1 staying B

single1 changing <obs1 mo)ing1 and all impact on socialization. Also changing religions or mo)ing to another country has an impact. B. Adults teach children their way of understanding the world1 generation after generation. 5he meanings found in particular e%periences may be e%panded as the years pass. 4hen a person mo)es out of that en)ironment into another1 the socialization process continues1 and adapti)e beha)iors occur as one learns another culture 6similar or different9. $%ample8 A person can mo)e to a new town1 across the country1 or across town1 and settle into the new area of li)ing. 4e in the military do this constantly. D. 4e must also consider this 2uestion. 4hat pre)ents this process from ma0ing us all so di)erse that we lose commonality> Attitudes and perceptions are shared1 and one of the ways of sharing is through institutions. 5hat is1 the legal system1 public school system1 churches1 community organizations1 etc. All persist because of the organization through which they are functioning. 'amily1 community1 region1 and national le)el influences through both indi)idual and institutional influences socialize us then.

(SHOW PPT SLIDE #@) Ge*de. .ole so,i$liA$tio*

(SHOW PPT SLIDE #B) So-.,es8 Co*t1

DR1 /ORRIS /ASSE2CS )ALUE PROGRA//ING Wh$t e $.e *o di.e,tl= .el$tes to e e.e 7$l-e 5.o6.$""ed We $.e 5.o6.$""ed he*8 $*d he.e8

ith 6-t 7$l-es 9= $6e te*

)$l-es ill *ot ,h$*6e -*less $ si6*i!i,$*t e"otio*$l e7e*t o,,-.s

E. Dr. &orris &assey belie)es that we are all programmed with our basic )alues by around the age of ten years. $)erything that is going on during the first ten years of our li)es has a )ery important influence. 4hat we are now is directly related to where1 and when1 we were )alue programmed. 5he only way we change our :gut le)el; )alues1 according to Dr. &assey1 is if we ha)e a significant emotional e)ent 6S$$9. 7. !t is not surprising how seldom people come to 2uestion the tenets of the culture into which they are born. *sually1 we <ust don=t ha)e the perspecti)e to do so. 4e operate with :ready#made; approaches and habits1 and often lose sight of alternati)e beha)iors and understandings. /ow many times ha)e you said or heard someone say1 :5hat=s the way !=)e always done !t.; # or # :! can=t understand that point of )iew.; C. 4hen passing through a socialization process for American culture1 we become ali0e in many ways1 yet we all remain uni2ue in other ways. +ecall your responses when you posted your badges. 4e are all a comple%ity of different characteristics1 )alues1 and di)ersity. *nderstanding this can help us in communicating and forming relationships with others. (SHOW PPT SLIDE #D) SEE4 Si6*i!i,$*t E"otio*$l e7e*t Si6*i!i,$*t E"otio*$l E7e*t 'i.th De$th /$..i$6e Di7o.,e G.$d-$tio* /$.i*e Co.5s TRANSITION0 5he more we can understand oursel)es1 the better we will be able to understand others and problems we may encounter. As an $,+ you need to 0now and understand :who you are; and where you stand on issues1 before you weigh into issues. (This is $ 6ood 5oi*t to dis,-ss the te." #9$66$6e% $*d ho it i"5$,ts o* de$li*6 ith iss-es1) 5he bottom line is1 we need to ta0e a :snapshot; of oursel)es from time to time. 5his helps us see the differences in others and oursel)es in order to realize who and what we are dealing with. A more specific term for this is1 :to understand self#concept;. PART II1 SEL+4CONCEPT E

(SHOW PPT SLIDE #E)

SEL+4CONCEPT *nderstanding self is critical to effecti)ely interact with others Social interaction is one of the most important influences on oursel)es

.. 5he definition of self#concept according to &orris +ossenburg is :5he totality of the indi)idual=s thoughts and feelings ha)ing reference to himself or herself as an ob<ect.; :A Snapshot Picture.; 6Dr. &orris +ossenburg9. /e uses the term :ob<ect.; Fou can change that word :ob<ect; to person1 to thing1 to dog1 to ser)ice member1 to whate)er you want. So +ossenburg uses the word ob<ect in his definition. 5his is not the only definition of self#concept. 5his is <ust a definition of self#concept. 7. *nderstanding that there ha)e been hundreds of boo0s written on the self1 this is a )ery simplified definition of self. asically1 e)erything that ! am is the self. 5here are se)eral things that go together to ma0e up this person we call :!.; ?. 4e pre)iously discussed how socialization1 more specifically our heritage1 is the primary source in establishing the concept of oursel)es. are your heritage and needs fulfillment. 4e=re going to loo0 at these both indi)idually. (SHOW PPT SLIDE #F) (The !ollo i*6 55t is set4-5 to t.$*sitio* 9-llets)
/ORRIS ROSSEN'URGCS THREE IDENTITIES The e:t$*t sel! The desi.i*6 sel! The 5.ese*ti*6 sel!

B. &orris +ossenburg presents the self#concept as an ongoing process of social interaction that systematically structures reality from a specific point of )iew. /e establishes this through three self#identities that we li)e and are moti)ated by8 (Ne:t '-llet) 7

a. The e:t$*t sel!1 Fou may picture yourself as handsome or beautiful1 adorable1 ambitious1 and asserti)e. Fou may say sloppy1 not moti)ated1 lazy1 non producti)e1 unattracti)e. ut no one can ta0e that from you. 5hat=s how you picture yourself. (Ne:t '-llet) b. The desi.i*6 sel!1 5he ne%t area is the desired self1 e.g.1 a :4anna be.; /ow we wish oursel)es to be. Fou may wish to be healthy1 wealthy1 powerful and more intellectual. (Ne:t '-llet) c. The 5.ese*ti*6 sel!1 5he last area is the presenting self. /ow you want others to see you1 e.g.1 friendly1 happy1 lo)ing1 and caring. DISCUSSION POINT0 $ach one of us should be able to connect with this process as we e%amine our indi)idual self# concept model. Another piece of this process is our emotional sur)i)al mechanism. (SHOW PPT SLIDE #1G)
5/$ $&,5!,3A-#",(3!5!G$ P+,"$SS "oncept of self is an e)er#changing progressi)e acti)ity $motional#cogniti)e process Positi)e and 3egati)e +einforcements

E"otio*$l4Co6*iti7e 5.o,ess1 !t is human nature to interpret our en)ironment in such a way as to ma0e us loo0 good. 5his interpretation is called the emotional#cogniti)e process. 5he de)elopment of my emotions will play a great part in how ! thin0 about myself. 4e do things and interpret things to ma0e us loo0 good. 4e do this1 because we want to sur)i)e. !n order to sur)i)e and cope in society1 we ha)e de)eloped what we call :ego defense mechanisms.; (SHOW PPT SLIDE #11) (The !ollo i*6 55t is set4-5 to t.$*sitio* 9-llets)

EGO DE+ENSE /ECHANIS/S De*i$l P.oHe,tio* R$tio*$liA$tio* Pe.,e5t-$l (.ei*te.5.et$tio*)

E. E6o de!e*se "e,h$*is"s1 -et=s mo)e on and discuss some of these ego defense mechanisms and how they impact on the emotional#cogniti)e dissonance. 5he ego#defensi)e mechanisms are as follows8 (Ne:t '-llet) a. De*i$l1 5he first one is denial. /ow many of you ha)e used that> 4e use it all of the time. $%amples :! cannot belie)e this is happening to me.; !f ! deny a problem1 what happens> !t is no longer a problem. $,+s ha)e to deal with "ommanders1 'irst Sergeants1 etc. who say1 :+acismAse%ism is not a problem in my unit.; !t may be )ery difficult to wor0 with that indi)idual1 because if it does e%ist in that unit1 and they deny the problem1 they see it as not being a problem.

(Ne:t '-llet) b. P.oHe,tio*1 5he ne%t thing we do with our ego defense mechanisms is pro<ection. /ow many of you super)ise /ispanic soldiers who ha)e an accent> A super)isor might say1 :! can=t instruct him or her1 because he or she spea0s Spanish.; ,r :5hey didn=t go to good schools so ! can=t train them. 5hey=)e got an accent.; Fou are blaming your inability as a leader on others. 5his can be a person or a group of people1 or society. (Ne:t '-llet) c. R$tio*$liA$tio*1 A self#satisfying but incorrect reason for one=s beha)ior. ! can almost rest assured that each and e)ery one of you will rationalize your beha)iors at least one time during this course. Fou try to gi)e a good logical reason for your beha)ior. !f you are comfortable with your beha)ior1 you won=t rationalize. (Ne:t '-llet) d. Pe.,e5t-$l Rei*te.5.et$tio*1 4e ta0e a situation and turn it around 6reinterpret9 to fit our particular need. An e%ample would be :! 0now ! didn=t get the mission accomplished1 but loo0 what else ! did to benefit the section.; H

DISCUSSION POINT0 Are there any 2uestions in reference to the defense mechanisms> !s it wrong to ha)e defense mechanisms> 5he fact is we use them e)eryday to cope with society. 5he ob<ecti)e is1 to be aware of how $D&=s wor0 and focus on how we use them. (SHOW PPT SLIDE 1&) (The !ollo i*6 55t is set4-5 to t.$*sitio* 9-llets)
STRATEGIES +OR CHANGING SEL+4CONCEPT So-l Se$.,hi*6 /oti7$tio* to Ch$*6e A9se*,e o! De!e*si7e*ess

7. Strategies for changing the self#concept include8 (Ne:t '-llet) a. So-l4se$.,hi*61 4e all need time to e%amine oursel)es honestly. 5his helps us put things into perspecti)e. (Ne:t '-llet) b. /oti7$tio* to ,h$*6e1 Fou must ha)e a want to change. 'or e%ample if you ha)e been a se%ist all of your life and don=t feel there is anything wrong with being a se%ist you are probably not going to change. So it re2uires a moti)ation to change. ,nly you can change yourself inside. !f you are not moti)ated1 you are not going to change. (Ne:t '-llet) c. A9se*,e o! de!e*si7e*ess1 5he moti)ation for change re2uires an absence of defensi)eness. Fou can=t learn anything about yourself if you are defensi)e1 so you must be willing to listen and accept feedbac0. 4hile in the course you will be recei)ing feedbac0 from your classmates1 and gi)ing feedbac0. Fou must be willing to listen and accept this feedbac0. (SHOW PPT SLIDE #13) Summary a. Define Socialization Process b. !dentify the sources that influence our socialization c. Define Self#"oncept .0 Knowledge "omprehension Knowledge

d. Discuss the three identities used to structure our self#concept e. $%plain $go#Defense &echanisms f. Strategies for changing self#concept

"omprehension Knowledge

CLOSING0 !n order to be an effecti)e $,+ and leader you must first e)aluate yourself. Fou ha)e to 0now yourself. Fou must be willing to learn about other cultures and other groups. Knowledge of socialization and self#concept will help you bring down barriers in yourself and others. /ow we interact with others is 2uite often based on our )alue systems and beliefs. 4hen indi)iduals hold different )alues or ha)e different beliefs1 problems can occur1 and that is where we will go in our ne%t class.

..