Socialization and the Life Course

1. Socialization and the Life Course

2. The Role of Socialization Module 13 • Socialization: Lifelong process in which people learn appropriate attitudes, values, and behaviors • Nature vs. nurture

3. The Self and Socialization Module 14 • Self: Distinct identity that sets us apart from others The self is not a static phenomenon It continues to develop and change

4. Reflection • How do you define yourSELF? • How do you define the SELF? • What/who influence your SELF?

5. How do we really define the SELF? • “The concept, unique to humans, of being able to see ourselves “from the outside”; our internalized perception how others see us” (Henslin,2002)

6. Different Definitions of Self • “An individual created by God with a given choice made with freewill and intellect.” • “A set of characteristics and attributes.” (Abaya, 2012) • “Characteristics of a person, how she/he looks…how the environment affected the person.” (Brillantes, 2012)

7. Different Definition of the Self • “What you portray and show to the world” (Sumayao, 2012) • “Idea of one’s identity” (Kim, Hyemin, 2012) • “The self is like a mirror. The way you wear your clothes will represent how you look in front of others.” (Hwang, 2012)

8. Different Definition of the Self • “It is the part of your being…it is something you can modify and improve. It is what you think you are” (Mendez, 2012) • “The self is the knowledge of your existence, your proof that you have value” (Pador, 2012)

9. Different Definition of the Self • “It is someone that is unique and no one can be like him/her.” (Cendana, 2012) • “The self is not the others. The self is just itself and it cannot be the others, no matter how much it tries to replicate the other.” (Nieva, 2012)

10. Different Definition of the Self • “Self is what others see me and how I see myself.” (Calapas, 2012) • “The self is basically what the society feeds us so we can have a clear picture of who we are.” (De Guzman, 2012)

11. Different Definition of the Self • “The self is your inner consciousness, your way of thinking. It is the core of your values, your actions, your perceptions.” (Go, 2012) • “The self is an interpretation of who you are. It is what makes you, you.” (Talatala, 2012)

12. Different Views

15. Parents Friends Family Hobbies Boy/Girl Friends SELF Society Media Experiences Religion Values People Environment God History Problem School Church FRAMEWORK OF SELF DEVELOPED BY INTSOCI STUDENTS

16. Cooley: Looking-Glass Self Module 14 • View of ourselves comes from contemplation of personal qualities (values, attitudes, personality, habits, interests) and impressions of how others perceive us Looking-glass self: The self is product of social interactions with other people

17. Looking Glass Self • We imagine how we appear to those around us. (how others see us) • We interpret other’s reactions. (like or dislike) • We develop a self-concept. (based on belongingness, rejection, positive or negative self-concept)

18. Mead: Stages of the Self Module 14 • PreparatoryStage: Children imitate people around them • As they grow older, children become more adept at using symbols

19. Mead: Stages of the Self Module 14 • PlayStage: Children develop skill in communicating through symbols and role taking occurs • Role taking: Process of mentally assuming perspective of another and responding from that imagined viewpoint

20. Mead: Stages of the Self Module 14 • GameStage: Children of about 8 or 9 consider several actual tasks and relationships simultaneously Generalized others: Attitudes, viewpoints, and expectations of society as a whole that a child takes into account

21. Mead: Theory of the Self Module 14 • Self begins as a central position in a person’s world • As the person matures, the self changes and begins to reflect greater concern about reactions of others Significant others: Individuals most important in the development of the self

22. Table 14-1: Mead’s Stages of the Self Module 14

23. Goffman: Presentation of the Self Module 14 • Impressionmanagement: Individual learns to slant presentation of self to create distinctive appearances and satisfy particular audiences • Also known as dramaturgicalapproach Face-work: Need to maintain proper image of self to continue social interaction

24. Psychological Approaches to the Self Module 14 • Piaget • Emphasized stages that humans progress through as the self develops • Cognitive theory of development:four stages in development of children’s thought processes Social interaction key to development

25. Stages of Development • Sensorimotor Stage (birth to age 2) • Understanding is limited • Contact based on sucking, touching, listening, and seeing • Infants cannot think yet

26. Stages of Development • Preoperational Stage (2-7 years) • Children develop the ability to use symbols. • They understand common concepts like size, color, speed, causation. • They can count but they do not understand what it means

27. Stages of Development • Concrete Operational Stage (7 to 12) • Can understand numbers, causation, speed and they are able to take the role of the other.

28. Stages of Development • Formal Operational Stage (12) • Abstract thinking • Can talk about concepts • It is at this stage that children act like young philosophers

29. The Life Course Module 14 • Rites of Passage: Means of dramatizing and validating changes in a person’s status • Life Course Approach: Looking closely at social factors that influence people throughout their lives Most difficult socialization challenges occur in later years

30. Anticipatory Socializationand Resocialization Module 14 • Anticipatorysocialization: Person “rehearses” future occupations and social relationships • Resocialization: Discarding former behavior patterns and accepting new ones during transitions in one’s life

31. Table 14-3: Milestones in the Transition to Adulthood Module 14

32. Agents of Socialization Module 15 • Family • Cultural Influences • The Impact of Race and Gender Gender roles: Expectations regarding proper behavior, attitudes, and activities of males and females

33. Agents of Socialization Module 15 • School • Teaches values andcustoms of larger society • Traditionally socialized children into conventional gender roles • Peer Group • As children grow older, peer groups increasingly assume role of Mead’s significant others

34. Agents of Socialization Module 15 • Mass Media and Technology • Technology socializes families into multitasking as social norm • 68% of U.S. children have television in their bedrooms • Nearly half of youths ages 8 to 18 use the Internet every day

35. Agents of Socialization Module 15 • Workplace • Learning to behave appropriately within occupational setting is a fundamental aspect of human socialization • Religion and State • Government and organized religion impact life course by reinstituting some rites of passage

36. Table 15-1: High School Popularity Module 15

37. Research Today Module 15 • Online Socializing: A New Agent of Socialization • Do you list your “friends” on an online social networking site? If so, what is your motivation for doing so? • Do you think the advantages of online social networking outweigh the disadvantages?

38. Figure 15-1: The New Normal: Internet at Home Module 15

39. Child Care Around the World Module 15 • In the U.S., 73% of employed mothers depend on others to care for their children • 30% of mothers who aren’t employed have regular care arrangements

40. Child Care Around the World Module 15 • Looking at the Issue • Researchers found high quality child-care centers do not adversely affect socialization of children • Few in U.S. can afford to have a parent stay at home • Finding the right kind of day care is challenging

41. Child Care Around the World Module 15 • Applying Sociology • Interactionists favor studies assessing quality of child care outside of home; micro level of analysis • Conflict perspective notes child care costs are burden for lower-class families • Feminist perspective questions low status and wages of day-care workers

42. Child Care Around the World Module 15 • Initiating Policy • Policies vary throughout the world • When policymakers decide child care is desirable, must determine degree taxpayers subsidize it