SOCIALIZATION

Socialization

The process that teaches individuals to become functioning human beings who must fit into a number of groups and to be productive members of society.

Important Individuals Who Have Contributed To The Sociological View

Charles H. Cooley Emile Durkheim Goerge Herbert Mead Jean Piaget

Instincts

A genetically transmitted, complex behavioral pattern which occurs throughout an entire species. Example: the migration behavior of Monarch butterflies

Drives

An integral force or compulsion which motivates individuals to engage in behaviors which will reduce the need generated by the drive. Example: sex and hunger

Goals and Functions of Socializations

1. It teaches the basics of life in society. 2. It transmits skills important to survival in the society. 3. It instills in its new members a desire to work toward goals that the society considers important. 4. It teaches members how to fulfill social roles for only if a majority of people do so can the social system continue to exists. 5. It provides each individual with his or her identity for people need to know who they are so that they may act accordingly.

Deliberative Socialization

Refers to the socialization process when there exist a deliberative and purposeful intent to convey values, attitudes, knowledge, skills and etc. Examples: a. School situations b. Parents telling a child to always say please

Unconscious Socialization

Socialization which occurs as a result of spontaneous interaction with no purposeful or deliberate attempt on the part of anyone involve to rain, educate, etc. Example: The child learning to use vulgarity in a frustrating traffics situation by observing parents to use vulgar words.

Aims of Socialization
1. To instill discipline. 2. To develop aspirations and ambitions. 3. To develop skills. 4. To enable the acquisitions of social roles.

Charles Horton Cooley's Theory

The Looking-Glass Self - the behavior of others toward him is the mirror in which the individuals cease himself.

George Herbert Mead's Theory of Personality

a. Personality develops as a result of socialization which takes place via social interaction. b. An individual must be able to step outside of themselves and see themselves from the view of others. Taking the role of other.

George Herbert Mead's Theory of Personality

c. The self (personality) develops by internalizing the norms of one's society. d. The Generalized-Other consists of a composite of all those who contribute and participate in one society. e. The Significant-Other are those with whom the individual as an important relationship. f. Mead's I is the part of the self which is spontaneous.

George Herbert Mead's Theory of Personality

g. Mead's Me is that part of the self which comes about a result of the individual's internalization of society's values and behavior expectations.

Agents of Socialization

Are specific people, groups, and organizations who are chiefly responsible for transforming into a functioning human being, knowledgeable in the ways of society, and possesses enough skills to survive.

Agents of Socialization
1. Family the most important agent of socialization for most human beings 2. School a primary agent of socialization in industrial societies, and schooling begins very early for some children

Manifests Function: means intended purpose Latent Function: means unintended consequences Hidden Curriculum: refers to the values that though not explixitly taught, form an inherent part of the school's message.

Agents of Socialization
3. Peer Group is a group of individuals of roughly the same age who are linked by common interests; second in importance to the family. 4. Mass Media are the various forms of communication that reach a large audience without any personal contact between the senders and the receivers of the messages.

Socialization into Gender

Gender Role - is a social role associated with feminine or masculine behavior. Sex Roles are behaviors determined by biological sex. Male Dominance-the social situation in which more power and prestige are given to men than to women. Sexism-is the ideology that supports gender inequality and justifies male dominance.

Socialization through the Life Course

Childhood is defined as roughly the first 12 years of an individual's life. Adolescence is the stage in the life course that extends toughly from age 13 to age 20. Adulthood is the stage in the life course which begins at some point between the late teens and the early thirties depending on social background. Old Age is defined as beginning at age 65 and is of course, the stage that culminates in death. Life Expectancy is the length of life the average newborn will enjoy. Life Span- is the maximum length of life possible in the species.

Stage 0 1 y/o 2-3 y-o Trust vs. Mistrust Autonomy vs. Shame and doubt Initiative vs. guilt

Activity Infant takes in food Sense of control over interpersonal relationships and self control. Ability to move freely, acquiring language, skills, curiosity, imagination and ambition or setting goals Child strives hard to read and write, pursue his hobbies and be the best among the rest They try-out new roles and beliefs during their search of a send of ego identity Ability and willingess to share a mututal trust Procreation of children, production of work and creation of new ideas that impacts a great number of people Intimate relationships established and caring for others. They feels whole and coherent

Strength/ Factor RealisticHope ( feeding) Conflict ( toilet training) Purpose ( independence)

SO Mother

4-5 y/o

6-12 y/o

Industry vs. INferiority Identity vs. Role COnfusion Intimacy vs. isolation Generativity vs. Stagnation

Competence (school) Fidelity ( peers)

13-18 y/o

19-25 y/o 26-40 y/o

Love Care (parents)

41- above y/o

Ego-integrity vs. Despair

ADULT MANIFESTATIONS OF ERICKSON'S STAGES OF DEVELOPMENT

Life Stage

Adult behaviour reflecting mastery

Adult behaviours reflecting development problems Suspiciousness/testing others Fear of criticism and affection Dissatifaction and hostility Projection of blame and feelings Wihtdrawal from others Overly trusting of others Naive and gullible Shares too quickly and easily

Trust vs. Mistrust ( 08 mos.)

Realistic trust of self and others Confidence in others Optimism and hope Shares openly with others Relates to others effectively

Life Stage Autonomy vs. Shame and DOUBT

Adult behaviour reflecting mastery Self control and willpower Realistic self concept and self-esteem Pride and a sense of goodwill Simple cooperativeness Generosity tempered by withholdingf Delayed gratification when necessary

Adult behaviours reflecting development problems Self doubt /self conscious Denpendence on others for approval Feeling of being exposed/ attacked Sense of being out of control of the self and one's life Obsessive compulsive behavioues Excessive indepencdence or defiance, grandiosity Denial of problems Unwillingness to ask for help Impulsiveness Recklessness regarding safety for self and others

Life Stage Initiative vs. Guilt (3-5 y/o)

Adult behaviour reflecting mastery An adequate conscience Inititative balance with restraint Appropriate social behaviours Curiosity and exploration Healthy competitiveness Sense of direction Original and purposeful activities

Adult behaviours reflecting development problems Excessive guolt/ embarassment Passivity of activities/ pleasure Rumination and self pity Assuming a role as victim/selfpunishment Reluctance to show emtions Underacievement of potentials Lack of follow-up on plans Little sense of guilt for actions Excessive expressions of emotions Excessive competitiveness/showing off

Life Stage Industry vs. Inferiority ( 6-12 yrs.)

Adult behaviour reflecting mastery Sense of competence Completion of projects Pleasure in efforts and effectiveness Ability to cooperate and compromise Identification with admired others Joy of involvement in the world and with others Balance of work and play

Adult behaviours reflecting development problems Feeling of unworthiness and inadequacy Poor work history ( quitting, being fired, lack of promotions. Absentism. Lack of productivity) Inadequate problem solving skills Manipulation of others/ violation of rights Lack of friends of the same sex Overly high achieving/ perfectionists Reluctance to try new things for fear of failing Feeling unable to gian love of affectionunlike totally successful. Beaing a workaholic

Life Stage Identity vs. Role Confusion (12-18 y/o)

Adult behaviour reflecting mastery Confident of self Emotionally stable Commitment to career planning and realistic longterm goals. Sense of having a place in the society Establishing an intimate relationship Fidelity to friends Development of personal values Testing out adults

Adult behaviours reflecting development problems Feelings of confusion, indecision and alienation Vacillation between dependence and independence Superficial, short-term relationships to another person Dramatic overconfidence Acting out behaviours ( including alcohol or drug abuse) Flamboyant display of sex role behaviours

Life Stage

Adult behaviour reflecting mastery

Adult behaviours reflecting development problems Persistent aloneness/isolation Emotional distance in all relationships Prejudices against others Lack of established vocation; many changes Seeking of intimacy through casual encounters Possessiveness and jealousy Dependency on parents and /or partner Abusiveness towwards loved ones Inability to try new things socially, vocationally ( staying in routine/ mundane job/ activities

Ability to give and Intimacy vs. Isolation (18-25 or receive love Commitment and 30 yrs) mutuality with others Collaboration in work and affiliation Sacrificing for others Responsible sexual behaviours

Life Stage

Adult behaviour reflecting mastery

Adult behaviours reflecting development problems Self-centeredness/selfindulgence Exaggerated concern for appearance and possessions Lack of interest in the welfare of others Lack of civic or professional activities/responsibilities Loss of interest in marriage and/or extramrital affairs Too many professionalor community activities to the detriment of the family or self

Productive , Generativity vs. Stagnation ( 30 65 constructuve, creative y/o) activity Personal and professional growth Parental and societal responsibilities

Life Stage Integrity vs. Despair ( 65 yrs death)

Adult behaviour reflecting mastery Feelings of selfacceptance Sense of dignity, worth, and importance Adaptation to life according to limitations Valuing one's life Sharing of wisdom Exploration of philosophy of life and death

Adult behaviours reflecting development problems Sense of helplessness, hopelessness, worthlessness, uselessness, and/or meaninglessness Wtihdrawal and loneliness Regression Focusing on past mistakes, failures and dissatisfactions Feeling too old to start over Suicidal ideas or apathy Inability to occupy self with satisfying activities ( hobbies, volunteer work, social events) Inability to reduce activities Overtaxing strength and abilities Feeling indispensable Denial of death as inevitable