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Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin

Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin. Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin. Chapter 3 Socialization. Learning Objectives.

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Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin

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  1. Essentials of Sociology: A Down-to-Earth Approach, 11e James M. Henslin

  2. Essentials of Sociology: A Down-to-Earth Approach, 11eJames M. Henslin Chapter 3 Socialization

  3. Learning Objectives 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human” 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind

  4. Learning Objectives Continued 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human” 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map

  5. Learning Objectives Continued 3.5 Explain why the family, the neighborhood, religion, day care, school, peer groups, and the workplace are called agents of socialization 3.6 Explain what total institutions are and how they resocialize people

  6. Learning Objectives Continued 3.7 Identify major divisions of the life course and discuss the sociological significance of the life course 3.8 Understand why we are not prisoners of socialization

  7. LO 3.1 Society Makes Us Human • Feral Children • Isolated Children • Institutionalized Children • Deprived Animals

  8. LO 3.1—Feral Children • Raised by Animals • Unable to Speak • Walk on all Fours

  9. The relative influence of heredity and the environment in human behavior has fascinated and plagued researchers. Twins intrigue researchers, especially those twins who were separated at birth.

  10. One of the reasons I went to Cambodia was to interview a feral child—the boy shown here—who supposedly had been raised by monkeys. When I arrived at the remote location where the boy was living, I was disappointed to find that the story was only partially true. When the boy was about two months old, the Khmer Rouge killed his parents and abandoned him. Months later, villagers shot the female monkey who was carrying the baby. Not quite a feral child—but Mathay is the closest I’ll ever come to one.

  11. LO 3.1—Isolated Children • Language is the Key to Culture • Culture Makes us Human

  12. LO 3.1—Institutionalized Children • The Skeels/Dye Experiment • “High intelligence” depends on early, close relations • Data confirmed in India’s orphanages • Genie

  13. A child in an orphanage in Juba, Sudan. The treatment of this child is likely to affect his ability to reason and to function as an adult.

  14. LO 3.1—Deprived Animals • Harlows’ Experiments with Rhesus Monkeys • Confirms Data from Isolated Humans • Socialization

  15. Like humans, monkeys need interaction to thrive. Those raised in isolation are unable to interact with other monkeys. In this photograph, we see one of the monkeys described in the text. Purposefully frightened by the experimenter, the monkey has taken refuge in the soft terrycloth draped over an artificial “mother.”

  16. LO 3.2 Socialization into the Self and Mind • Cooley and the Looking-Glass Self • Mead and Role Taking • Piaget and the Development of Reasoning • Global Aspects of the Self and Reasoning

  17. LO 3.2—Cooley and the Looking-Glass Self • We Imagine How We Appear to Those Around Us • We Interpret Others’ Reactions • We Develop a Self-Concept

  18. LO 3.2—Mead and Role Taking • Taking the Role of the Other • Imitation, Play, Team Games • Significant Others vs. Generalized Other • “I” and “Me”

  19. Mead analyzed taking the role of the other as an essential part of learning to be a full-fledged member of society. At first, we are able to take the role only of significant others, as this child is doing. Later we develop the capacity to take the role of the generalized other, which is essential not only for cooperation but also for the control of antisocial desires.

  20. LO 3.2—Piaget and the Development of Reasoning • Sensorimotor Stage • Preoperational Stage • Concrete Operational Stage • Formal Operational Stage

  21. To help his students understand the term generalized other, Mead used baseball as an illustration. Why are team sports and organized games excellent examples to use in explaining this concept?

  22. Jean Piaget in his office.

  23. LO 3.2—Global Aspects of the Self and Reasoning • Self May Develop Earlier than Mead Suggests • Stages not as Distinct as Piaget Concluded • Some people seem to get stuck in the concreteness of the third stage • Never reach fourth stage of abstract thinking

  24. LO 3.3 Learning Personality, Morality, and Emotions • Freud and the Development of Personality • Kohlberg and the Development of Morality • Socialization into Emotions • What We Feel • Society Within Us: The Self and Emotions as Social Control

  25. LO 3.3—Freud and the Development of Personality • Freud and the Development of Personality • Id, Ego, Superego • Sociological Evaluation

  26. Shown here is Sigmund Freud in 1931 as he poses for a sculptor in Vienna, Austria. Although Freud was one of the most influential theorists of the twentieth century, most of his ideas have been discarded.

  27. LO 3.3—Kohlberg and the Development of Morality • Kohlberg’s Theory • Criticisms of Kohlberg • Research with Babies • Cultural Relativity of Morality

  28. LO 3.3—Socialization into Emotions • Global Emotions • Anger, Distrust, Fear, Happiness, Sadness, and Surprise • Expressing Emotions

  29. What emotions are these people expressing? Are these emotions global? Is their way of expressing them universal?

  30. LO 3.3—What We Feel • We need more cross-cultural research to help us understand how our society affects what we feel

  31. LO 3.3—Society Within Us: The Self and Emotions as Social Control • Are We Free? • Expectations of Family and Friends • Social Mirror

  32. LO 3.4 Socialization into Gender • Learning the Gender Map • Gender Messages in the Family • Gender Messages from Peers • Gender Messages in the Mass Media

  33. LO 3.4—Learning the Gender Map • Gender: Attitudes and Behaviors Expected of Us Because We are Male/Female • Gender Map/Gender Socialization

  34. LO 3.4—Gender Messages in the Family • Parents • Toys and Play • Gay and Lesbian Parents

  35. It is in the family that we first learn how to do gender, how to match our ideas, attitudes, and behaviors to those expected of us because of our sex. This photo is from Papua New Guinea.

  36. LO 3.4—Gender Messages from Peers • Peer Groups • Girls reinforce images of appearance and behavior appropriate for females • Boys police one another’s interests and ways of discussing sex and violence

  37. The gender roles that we learn during childhood become part of our basic orientations to life. Although we refine these roles as we grow older, they remain built around the framework established during childhood.

  38. Sokol (Zhire) Zmajli, aged 80, changed her name from Zhire to the male name Sokol when she was young. She heads the family household consisting of her nephew, his wife, their sons, and their wives.

  39. LO 3.4—Gender Messages in the Mass Media • Television, Movies, and Cartoons • Video Games • Advertising

  40. The mass media not only reflect gender stereotypes but they also play a role in changing them. Sometimes they do both simultaneously. The image of the “new” Lara Croft not only reflect women’s changing role in society, but also, by exaggerating the change, it molds new stereotypes.

  41. LO 3.5 Agents of Socialization • The Family • The Neighborhood • Religion • Day Care • The School • Peer Groups • The Workplace

  42. LO 3.5—The Family • Social Class and Type of Work • Social Class and Play

  43. This photo captures an extreme form of family socialization. The father seems to be more emotionally involved in the goal—and in more pain—than his daughter, as he pushes her toward the finish line in the Teen Tours of America Kid’s Triathlon.

  44. LO 3.5—The Neighborhood • Children from poor neighborhoods fare worse than children from wealthy neighborhoods

  45. LO 3.5—Religion • Foundation of U.S. Morality • Specific Doctrines, Values, and Morality

  46. LO 3.5—Day Care • Participating in Day Care Resulted in Differing Personalities for Children

  47. LO 3.5—The School • Manifest Functions • Latent Functions • Hidden Curriculum • Corridor Curriculum

  48. Schools are a primary agent of socialization. One of their functions is to teach children the attitudes and skills they are thought to need as adults.

  49. LO 3.5—Peer Groups • Allow children a source to resistance to parental and school socialization

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