Chapter 5 socialization PDF

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Chapter-5 SOCIALIZATION 

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Socialization is the process through which people are taught to be proficient members of a society. It describes the ways that people come to understand societal norms and expectations, to accept society’s beliefs, and to be aware of societal values. It also describes the way people come to be aware of themselves and to reflect on the suitability of their behaviour in their interactions with others. To be precise, it is a sociological process that occurs through socializing Socialization occurs as people engage and disengage in a series of roles throughout life. Each role, like the role of son or daughter, student, friend, employee, etc., is defined by the behaviour expected of a person who occupies a position. In learning to play roles one also learns how to put oneself in the place of another, to see through another’s eye Socializing- interacting with others, like family, friends, and coworkers. The self refers to a person’s distinct sense of identity. The American sociologist George Herbert Mead is often seen as the founder of the school of symbolic interactionism in sociology, although he referred to himself a social behaviourist.

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The four stages of child socialization Preparatory stage-children are only capable of imitation: They have no ability to imagine how others see things. They copy the actions of people with whom they regularly interact, such as their mothers and fathers. A child’s baby talk reflects its inability to make an object of him- or herself. Play stage- children begin to imitate and take on roles that another person might have. Thus, children might try on a parent’s point of view by acting out “grownup” behaviour, like playing dress up and acting out the mom role. However, children are still not able to take on roles in a consistent and coherent manner. Role play is very fluid and transitory, and children flip in and out of roles easily game stage- children learn to consider several specific roles at the same time and how those roles interact with each other. They learn to understand interactions involving different people with a variety of purposes. They understand that role play in each situation involves following a consistent set of rules and expectations. For example, a child at this stage is likely to be aware of the different responsibilities of people in a restaurant who together make for a smooth dining experience: someone seats you, another takes your order, someone else cooks the food, while yet another person clears away dirty dishes, etc. Generalized other- the common behavioural expectations of general society. By this stage of development, an individual can internalize how he or she is viewed, not simply from the perspective of several specific others, but from the perspective of the generalized other or “organized community.”

Kohlberg’s Theory of Moral Development and Gilligan’s Theory of Gender Differences

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Moral development -The term refers to the way people learn what society considered to be “good” and “bad,” which is important for a smoothly functioning society. Moral development prevents people from acting on unchecked urges, instead considering what is right for society and good for others. It is not until the teen years that the conventional theory develops. Carol Gilligan (b. 1936), recognized that Kohlberg’s theory might show gender bias since his research was conducted only on male subjects. The Socialization of Gender Doing gender - performing tasks based upon the gender assigned by society - is learned through interaction with others in much the same way that Mead and Cooley described for socialization in general. Gender is in this sense an accomplishment rather than an innate trait. It takes place through the child’s developing awareness of self. gender schema- a rudimentary image of gender differences, that enables them to make decisions about appropriate styles of play and behaviour (Fagot & Leinbach, 1989). As they integrate their sense of self into this developing schema, they gradually adopt consistent and stable gender roles. Consistency and stability do not mean that the gender roles that are learned are permanent, however, as would be suggested by a biological or hard-wired model of gender. Physical expressions of gender such as “throwing like a girl” can be transformed into a new stable gender schema when the little girl joins a softball league. Why Socialization Matters Socialization is just as essential to us as individuals. Social interaction provides the means via which we gradually become able to see ourselves through the eyes of others, learning who we are and how we fit into the world around us. In addition, to function successfully in society, we have to learn the basics of both material and nonmaterial culture, everything how to dress ourselves to what is suitable attire for a specific occasion; from when we sleep to what we sleep on; and from what is considered appropriate to eat for dinner to how to use the stove to prepare it. Most importantly, we have to learn language — whether it is the dominant language or one common in a subculture, whether it is verbal or through signs — in order to communicate and to think. Without socialization we literally have no self. We are unable to function socially. Nature versus Nurture nurture — the relationships and caring that surround us. Some believe that what are entirely in genetics. Accordingly, our temperaments, interests, and talents are set before birth. So, who we are depends on nature. Researchers attempt to prove the impact of nature is by studying twins. Followed by identical twins who were raised separately. The pairs shared the same genetics, but, in were socialized in different ways. Individual and Society

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Sociologists argue that individuals vary because the social environments to which they adapt vary. The socialization process occurs in different social environments — i.e., environments made up of the responses of others — each of which impose distinctive and unique requirements. In one family, children are permitted unlimited access to TV and video games; in another, there are no TV or video games Agents of Socialization Social Group Agents-Social groups often provide the first experiences of socialization. Families, and later peer groups, communicate expectations and reinforce norms. People first learn to use the tangible objects of material culture in these settings, as well as being introduced to the beliefs and values of society. Family- First agent, Mothers and fathers, siblings and grandparents, plus members of an extended family all teach a child what he or she needs to know. For example, they show the child how to use objects. Sociologists recognize that race, social class, religion, and other societal factors play an important role in socialization. For example, poor families usually emphasize obedience and conformity when raising their children, while wealthy families emphasize judgment and creativity. Peer Groups- made up of people who are not necessarily friends but who are similar in age and social status and who share interests. Peer groups are important to adolescents in a new way, as they begin to develop an identity separate from their parents and exert independence. This is often a period of parental-child conflict and rebellion as parental values come into conflict with those of youth peer groups. Peer groups provide adolescents’ first major socialization experience outside the realm of their families Institutional Agents- The social institutions of our culture also inform our socialization. Formal institutions — like schools, workplaces, and the government — teach people how to behave in and navigate these systems. Other institutions, like the media, contribute to socialization by inundating us with messages about norms and expectations. School- Schools also serve a latent function in society by socializing children into behaviours like teamwork, following a schedule, and using textbooks. School and classroom rituals, led by teachers serving as role models and leaders, regularly reinforce what society expects from children. Sociologists describe this aspect of schools as the hidden curriculum, the informal teaching done by schools. The Workplace- Although socialized into their culture since birth, workers require new socialization into a workplace both in terms of material culture (such as how to operate the copy machine) and nonmaterial culture (such as whether it is okay to speak directly to the boss or how the refrigerator is shared). Religion- While some religions may tend toward being an informal institution, this section focuses on practices related to formal institutions. Religion is an important avenue of socialization for many people. Like other institutions, these places teach participants how to interact with the religion’s material culture. Many of these institutions uphold gender norms and contribute to their enforcement through socialization.

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Government- Although we do not think about it, many of the rites of passage people go through today are based on age norms established by the government. Mass Media- Mass media refers to the distribution of impersonal information to a wide audience via television, newspapers, radio, and the internet. With the average person spending over four hours a day in front of the TV, media greatly influences social norms. People learn about objects of material culture (like new technology, transportation, and consumer options), as well as nonmaterial culture—what is true (beliefs), what is important (values), and what is expected (norms). Socialization Across the Life Course socialization throughout the life course is determined greatly by age norms and “timerelated rules and regulations”. As we grow older, we encounter age-related transition points that require socialization into a new role, such as becoming school age, entering the workforce, or retiring. At each point in life, as an individual sheds previous role and assumes new ones, institutions or situations are involved, which requires both learning and revising one’s self-definition: You are no longer living at home; you have a job! You are no longer a child; you in the army! You are no longer single; you are going to have a child! You are no longer free; you are going to jail! You are no longer in mid-life; it is time to retire! Many of life’s social expectations are made clear and enforced on a cultural level. Through interacting with others and watching others interact, the expectation to fulfill roles becomes clear. Adolescence in general is a period stretching from puberty to about 18 years old, characterized by the role adjustment from childhood to adulthood. It is a stage of development in which the self is redefined through a arduous process of “socialized anxiety” (Davis, 1944), re-examination and reorientation. As Jean Piaget described it, adolescence is a “decisive turning point … at which the individual rejects, or at least revises his estimate of everything that has been inculcated in him and acquires a personal point of view and a personal place in life”. In some cultures, adolescence is marked and ritualized through a clear rite of passage, a ritual that marks a life cycle transition from a previous status to a new status. anticipatory socialization- the preparation for future life roles. For ex- University students volunteer, take internships, or enter co-op programs to get a taste for work in their chosen careers. Zygmunt Bauman - liquid modernity- a society in which the conditions under which its members act change faster than it takes the ways of acting to consolidate into habits and routines (2005). As opposed to previous eras when one could expect to have a predictable sequence of role transitions - from school to work to retirement, from single to married to parenting to empty nest, etc. - the expectation today is that the individual will experience an increasing fluidity of roles. It is more difficult to view socialization as a smooth and uninterrupted process. Bauman calls “confluent love:” a relationship that lasts only if, and not a moment longer than, the satisfaction it brings to both partners.

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Resocialization In this the old behaviours that were helpful in a previous role are removed because they are no longer of use. It is necessary when a person moves to a senior care centre, goes to boarding school, or serves time in jail. In the new environment, the old rules no longer apply. This process is typically more stressful than normal socialization because people have to unlearn behaviours that have become customary to them. most common way- total institution where people are isolated from society and are forced to follow someone else’s rules. A ship at sea is a total institution, as are religious convents, asylums, prisons, or some cult organizations. They are places cut off from a larger society. Mainly people are resocialized through a two-part process. First, members entering an institution must leave behind their old identity through what is known as a degradation ceremony. degradation ceremony- new members lose the aspects of their old identity and are given new identities. After new members of an institution are stripped of their old identity, they build a new one that matches the new society. moral career. Goffman observed that the strategems for securing recognition of viable selfhood or moral capacity from others — mental patients from ward staff, for example — often undermined the stated goals of rehabilitation. Learning to deal with life after having lived in a total institution requires yet another process of resocialization. In the Canadian military, soldiers learn discipline and a capacity for hard work. They set aside personal goals to achieve a mission, and they take pride in the accomplishments of their units. Many soldiers who leave the military transition these skills into excellent careers...