GEE2-Module-3 Theories-of-Socialization%20 PDF

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FM-AA-CIA-15 Rev. 0 10-July-2020

CHAPTER 3: THEORIES OF SOCIALIZATION Socialization is the means by which human infants begin to acquire the skills necessary to perform as a functioning member of their society and is the most influential learning process one can experience. Unlike other living species, whose behavior is biologically set, humans need social experiences to learn their culture and to survive. Although cultural variability manifests in the actions, customs, and behaviors of whole social groups, the most fundamental expression of culture is found at the individual level. This expression can only occur after an individual has been socialized by his or her parents, family, extended family, and extended social networks.

Looking Glass Theory by Charles Cooley The looking-glass self is a social psychological concept, created by Charles Horton Cooley in 1902, stating that a person’s self grows out of society’s interpersonal interactions and the perceptions of others. The term refers to people shaping themselves based on other people’s perception, which leads people to reinforce other people’s perspectives on themselves. People shape themselves based on what other people perceive and confirm other people’s opinion on themselves. An example would be one's mother would view their child as flawless, while another person would think differently. Cooley takes into account three steps when using "the looking glass self". Step one is how one imagines one looks to other people. Step two is how one imagines the judgment of others based on how one thinks they view them. Step three is how one thinks of how the person views them based on their previous judgments. Stages of formation of self: 1. The imagination of our appearance of how we look to others. 2. The imagination of their judgment of how we look or how we think others judge our behavior. 3. How we feel about their judgment, i.e., our feelings (self-feeling) about their judgments. We know that we exist, that we are beautiful or ugly, serious or funny, lively or dull etc., through the way other people think of us, of course, but we can imagine how we appear to them and how they evaluate our appearance. We often respond to these imagined evaluations with pride, embarrassment, humiliation or some other feeling. In conclusion, the looking-glass self means that we see ourselves and we respond to ourselves, not as we are and not as other think we are, but as we imagine others think we are.

Social Self Theory by George Herbert George Herbert Mead is known for his theory of the social self which stands on the point that the self is not initially there at birth. Instead, it arises out of one’s social communication, our activities such as observing and interacting with others, responding to others’ opinions, and internalizing external opinions and internal feelings about oneself. According to Mead’s theory, the self has two sides of phases: the “I” and “me”. The represents the self as subject, and the individual’s impulse, while the “me” is considered to be the socialized component of the individual that represents the learned behaviors, expectations and attitude of others organized into a social self. It is referred as the PANGASINAN STATE UNIVERSITY

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“generalized other” as one acts according to the generalized attitude of the social group the person occupies. When one is able to be aware as to how other view him / her, then full sense of “me” is attained. Phrases of Self Development  LANGUANGE At the age of 0 to 2 years old, children tend to imitate the language used by people that are around them. Thus, the symbols, gestures, words, and sound for children at this stage are mere words and sound and does not have any meaning. Hence, since children at these ages are on preparatory stage, it is important that language conveyed on them is screened as eventually these languages could already be understood as a child grows older.  PLAY During ages 2 to 6 years old, play develops the one’s self-consciousness through role playing. It develops the self by allowing people to take on different roles, pretend, and express expectations of others. The play done at these ages are far easier as children do not adhere to any roles. During role-play, a child is able to internalize the view of others and develop an understanding of how other people feel about themselves and others in different situations.  GAME The game activity that is engaged by children ages 7 years old onwards allows the child to understand and adhere to the roles of the games which as a result may lead to the development of self. To add, self will be developed when a child understands that rules of the game are existing and that these rules should be followed to possibly win the game. The game stage results to what Mead identifies as one side of the self, the “me” or the generalized other.

Psychoanalytic Theory by Sigmund Freud Sigmund Freud, the Austrian psychiatrist and founder of psychoanalysis, was not directly concerned with the problem of the individual’s socialization (he has not used the word ‘socialization’ anywhere in his writings); he nevertheless contributed amply toward the clarification of the process of personality development. Distinguished sociologist T. Parsons has also adopted Freud’s account of personality development to provide the psychological underpinnings of his theory of socialization. Freud challenged Mead and Cooley’s concept of socialized self who saw no separate identity of self and society. Freud believed that rational portion of human conduct was like the visible portion of an iceberg, with the lager part of human motivation resting in the unseen, unconscious focus which powerfully affects human conduct. Freud’s theory of personality (self) development rests on the following process. He divided the self (human mind) into three parts:  The ID represents the instinctive desires, which may be viewed as an unsocialised aspect of human nature. It is the obscure inaccessible part of our personality. It is the source of drives (animal impulses of man—hunger, aggression, and sexual drives) demanding immediate satisfaction in some way or the other. These impulses are controlled and partially repressed into the unconscious, while a reality-oriented conscious self or ego appears.  The EGO is the acting individual. It serves as the mediator between desires and action PANGASINAN STATE UNIVERSITY

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representing the urges of the id when necessary. It tries to mediate the resultant conflicting demands of the id and the superego.  The SUPEREGO (the conscience) represents the social ideals (norms, values, traditions, the idea of moral and immoral etc.). It is seen as internalized parental and social authority. The parent is no longer outside telling the child what to do, but is inside the psyche, invisibly overseeing the child’s thoughts and actions, praising what is right and making the child feel guilty for wrong doing. For Parsons, the Freudian superego is the key device by which society’s values are transmitted to the child. Thus society’s norms and values are passed down from generation to generation in this way. The Freudian theory contends that people possess a number of drives or urges connected with satisfying basic needs, such as the need for food or sexual release. These urges, known collectively as the id, seek immediate satisfaction. Freud’s all theories have inspired bitter controversies and numerous interpretations. This theory (development of self) is opposite to the views of Cooley and Mead. Cooley and Mead have demonstrated that the very emergence of the self is a social process and not a psychological process as contended by Freud. They have viewed self and society as two aspects of the same thing, whereas Freud finds that the self and society are often opponents and self is basically anti-social.

Collective Representation by Emile Durkheim Émile Durkheim, a famous French sociologist, is credited with defining and developing the concept of collective representations. Collective representations are symbols or images that have a common significance amongst members of a group in that they convey ideas, values, or ideologies. Collective representations give meaning to the world and social interactions and help humans make sense of their existence. The cross is an example of a collective representation because it is a symbol that has a common significance and meaning for Christians. Collective representations are also called 'collective' because their meaning and importance have been decided by a communal entity. These symbols, ideas, values, or ideologies have not been decided by one person; they have been established by a large group of people over the course of time.

Summary Socialization is important because it helps uphold societies and cultures; it is also a key part of individual development. Research demonstrates that who we are is affected by both nature (our genetic and hormonal makeup) and nurture (the social environment in which we are raised). Sociology is most concerned with the way that society’s influence affects our behaviour patterns, made clear by the way behaviour varies across class and gender.

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