The document discusses key concepts related to human nature, socialization, and the development of the self from a sociological perspective. It addresses the nature vs nurture debate and explains that both biological and social factors influence human behavior and development. The three main agents of socialization discussed are the family, schools, and peers. Theories from Charles Cooley, George Herbert Mead, and Erving Goffman are summarized to explain how individuals develop a sense of self through social interaction and seeing oneself through the perspectives of others. Statuses, roles, and role expectations are also defined as important sociological concepts.
This document discusses sex and gender. It defines sex as the biological and physical differences between males and females, such as genetic or reproductive characteristics. Gender is defined as the social and cultural roles, behaviors, and identities associated with being male or female in a society. The document notes that while sex is biologically determined, gender is socially constructed and can vary across cultures and over time. It explores various theories about gender roles and inequality between males and females in society.
Test Bank for Understanding Psychology 10th Edition by MorrisMerrillCombsss
Full download : http://downloadlink.org/p/test-bank-for-understanding-psychology-10th-edition-by-morris/ Test Bank for Understanding Psychology 10th Edition by Morris
Alfred Adler was an Austrian psychiatrist born in 1870 who initially collaborated with Freud but later developed his own approach called Individual Psychology. Some key aspects of Adler's theory included his emphasis on inferiority complexes, superiority complexes, and social interest. He saw early childhood experiences and birth order as influencing one's lifestyle and approach to life. Adler used techniques like analyzing first memories and dreams to understand people's psychological development and styles of living. Karen Horney challenged Freud's views by focusing on social and cultural influences on personality rather than biology. She described different neurotic trends of moving towards, against, or away from people as ways people adjust to basic anxiety. The goal of her therapy was to help clients develop a realistic self-
This document discusses social identification theories as they relate to acculturating individuals and groups. It draws from literature on social, ethnic, and cross-cultural psychology applied to immigrant, sojourner, and refugee studies. Key aspects covered include cultural and ethnic identity formation; social identity theory and the importance of group membership for self-esteem; intergroup biases, attitudes, and relations; and the influence of characteristics like perceived discrimination on acculturation and adaptation outcomes.
Enculturation and socialization by zyrthon azuelaKRENCHBOY
Enculturation is the process by which individuals adopt the behaviors and patterns of the culture they are immersed in. Socialization is the process of learning societal norms, expectations, and values. Identity formation begins through learning about one's own culture through enculturation and socialization. Personal identity develops further through role models, personal experiences, and changes over time as a person's perspectives evolve. Discipline involves following rules through either independent learning or external guidance, while aspirations are strong personal desires that motivate hard work toward goals.
This document provides an overview of philosophy and some of its key concepts. It defines philosophy as the love of wisdom and notes that it originated in ancient Greece, with early centers in cities like Miletus and Athens. It discusses several philosophical methods of inquiry, including empiricism which holds that all knowledge comes from experience and observation. Several philosophical terms are also defined, such as autonomy referring to self-determination, and intersubjectivity describing the sharing of subjective experiences between individuals.
1. Culture is the complex whole of knowledge, beliefs, arts, morals, laws, customs, and any other capabilities acquired by humans as members of society.
2. Culture is learned and socially transmitted between generations through language and living together.
3. Culture consists of both material aspects like buildings and machines, as well as non-material aspects like knowledge and skills.
This document discusses sex and gender. It defines sex as the biological and physical differences between males and females, such as genetic or reproductive characteristics. Gender is defined as the social and cultural roles, behaviors, and identities associated with being male or female in a society. The document notes that while sex is biologically determined, gender is socially constructed and can vary across cultures and over time. It explores various theories about gender roles and inequality between males and females in society.
Test Bank for Understanding Psychology 10th Edition by MorrisMerrillCombsss
Full download : http://downloadlink.org/p/test-bank-for-understanding-psychology-10th-edition-by-morris/ Test Bank for Understanding Psychology 10th Edition by Morris
Alfred Adler was an Austrian psychiatrist born in 1870 who initially collaborated with Freud but later developed his own approach called Individual Psychology. Some key aspects of Adler's theory included his emphasis on inferiority complexes, superiority complexes, and social interest. He saw early childhood experiences and birth order as influencing one's lifestyle and approach to life. Adler used techniques like analyzing first memories and dreams to understand people's psychological development and styles of living. Karen Horney challenged Freud's views by focusing on social and cultural influences on personality rather than biology. She described different neurotic trends of moving towards, against, or away from people as ways people adjust to basic anxiety. The goal of her therapy was to help clients develop a realistic self-
This document discusses social identification theories as they relate to acculturating individuals and groups. It draws from literature on social, ethnic, and cross-cultural psychology applied to immigrant, sojourner, and refugee studies. Key aspects covered include cultural and ethnic identity formation; social identity theory and the importance of group membership for self-esteem; intergroup biases, attitudes, and relations; and the influence of characteristics like perceived discrimination on acculturation and adaptation outcomes.
Enculturation and socialization by zyrthon azuelaKRENCHBOY
Enculturation is the process by which individuals adopt the behaviors and patterns of the culture they are immersed in. Socialization is the process of learning societal norms, expectations, and values. Identity formation begins through learning about one's own culture through enculturation and socialization. Personal identity develops further through role models, personal experiences, and changes over time as a person's perspectives evolve. Discipline involves following rules through either independent learning or external guidance, while aspirations are strong personal desires that motivate hard work toward goals.
This document provides an overview of philosophy and some of its key concepts. It defines philosophy as the love of wisdom and notes that it originated in ancient Greece, with early centers in cities like Miletus and Athens. It discusses several philosophical methods of inquiry, including empiricism which holds that all knowledge comes from experience and observation. Several philosophical terms are also defined, such as autonomy referring to self-determination, and intersubjectivity describing the sharing of subjective experiences between individuals.
1. Culture is the complex whole of knowledge, beliefs, arts, morals, laws, customs, and any other capabilities acquired by humans as members of society.
2. Culture is learned and socially transmitted between generations through language and living together.
3. Culture consists of both material aspects like buildings and machines, as well as non-material aspects like knowledge and skills.
Cultural relativism argues that (1) different cultures have different moral codes, (2) there is no universal moral truth, and (3) one cannot judge another culture's moral codes as better or worse. However, this view has limitations. If taken to the extreme, cultural relativism implies that harmful practices cannot be criticized as long as a culture allows them. Most argue some moral values like protecting life are universal. Cultural relativism is a useful reminder not to assume one's own culture is objectively best, but it does not preclude all judgments across cultures.
The document discusses different perspectives for defining community:
1. The systems perspective views a community as similar to a living organism with different parts representing specialized functions that work together to meet community needs.
2. The social perspective defines a community by the social and political networks that link individuals and organizations, understanding which is important for engagement efforts.
3. The virtual perspective recognizes that some communities exist online through computer-mediated communication and social media, forming virtual communities.
4. The individual perspective acknowledges that people may identify with multiple communities and that this sense of identity can change over time. Practitioners must understand how individuals view themselves and their connections.
The document provides an overview of rational choice theory (RCT). It discusses the key assumptions of RCT, including individualism, optimality, self-interest, and rationality. RCT argues that individuals make choices to maximize their own welfare. The document outlines the growth of RCT in political science and economics. It also discusses criticisms of RCT and its limitations in fully explaining human social behavior and collective action problems.
This document outlines the first module of a course on Understanding Culture, Society and Politics. The module introduces the nature and goals of anthropology, sociology, and political science. It includes three lessons that cover cultural variation, social differences, political identities, and the dynamism of cultural, social, and political change. After completing the module, students are expected to be able to articulate observations on cultural variation, social differences, and political identities; analyze social, cultural, and political change; and identify the subjects of inquiry and goals of anthropology, sociology, and political science.
The document categorizes communities into three types: urban, suburban, and rural. It provides details about the population density, common buildings and structures, and livelihoods that characterize each type of community. Urban communities have the highest population density and are located around economic centers. Suburban communities are located outside urban areas and have lower density than urban areas. Rural communities have the lowest population density and are located in countryside areas, with livelihoods focused on farming and livestock. The document also discusses the formal and informal economic sectors, noting that the formal sector complies with government regulations while the informal sector lacks licenses and oversight.
1. The document discusses the relationship between the self and external reality from various perspectives. It argues that the self is not a static entity but is constantly shaped by social interactions and cultural influences.
2. Language, family, gender, and other social and cultural factors actively contribute to the development of the self. The self takes on different roles and behaviors depending on the social situation and context.
3. The self is multifaceted and dynamic. It morphs according to external circumstances through social construction of identity. The boundaries between self and social contexts cannot be easily separated.
Moral relativism is based on four theses: the diversity thesis, dependency thesis, conventionalism thesis, and toleration thesis. Each of these theses is outlined and then objections to each are presented. Additionally, performative contradiction, incoherence, and issues with integrity are raised as criticisms of moral relativism.
Symbolic interactionism views society as created and maintained through repeated interactions between individuals. It focuses on the symbols and language used in interactions that help individuals interpret experiences and form meanings. There are three core principles: 1) meaning arises through symbolic representations in interactions, 2) language and symbols allow for negotiation of meaning, and 3) individual thought influences the interpretation of symbols. George Herbert Mead established that the self develops from social interactions and Charles Cooley's "looking glass self" holds that individuals incorporate the perceived judgments of others into their self-concept.
The document discusses persons with disabilities and underprivileged sectors of society. It provides examples of prominent individuals with disabilities like Helen Keller and Nick Vujicic who achieved success despite their conditions. It defines underprivileged sectors as experiencing social deprivation like lack of access to education and healthcare. Women, children, the LGBTQ community and marginalized jobs like farmers often face issues like poverty, violence and discrimination. The document calls for protecting the rights of the underprivileged and promoting inclusiveness.
The document outlines a community action plan to address environmental and social issues facing the Holiday Lake West neighborhood. It proposes forming a civic association to connect neighbors and implement solutions like locally grown food from community gardens, bulk purchasing of energy efficient products, and advocating for solar energy and algae biofuel projects with the local power company. The goal is to build a sustainable community through systems thinking and cooperation to benefit both current and future residents.
Symbolic interactionism is a sociological theory that focuses on the meanings that people impose on objects, events, and behaviors through social interaction. It analyzes society by addressing the subjective meanings given by individuals, who behave based on their own interpretations rather than objective reality. The theory was pioneered by George Herbert Mead and developed further by Herbert Blumer, who outlined its three basic premises: that people act based on the meanings they ascribe to things, that meanings arise from social interaction, and are modified through interpretation. Symbolic interactionism emphasizes symbols, social construction of meaning, and the roles people play.
UNDERSTANDIND CULTURE, SOCIETY AND POLITICS w3 m3.pptxulyssesvillaflor2
[Ethnocentrism]
The picture on the left portrays ethnocentrism because it shows a person looking at another culture's practices in a judgmental way, believing their own culture is superior.
[Cultural Relativism]
The picture on the right portrays cultural relativism because it shows a person openly observing another culture without judgment, seeking to understand it on its own terms rather than viewing it through the lens of their own culture.
This document discusses cultural relativism and ethnocentrism. It aims to describe one's own culture and compare it to others, explain the differences between ethnocentrism and cultural relativism, demonstrate the harmful effects of ethnocentrism, and how cultural relativism mitigates ethnocentrism. Ethnocentrism is the belief that one's own culture is superior, while cultural relativism is the belief that all cultures are equally complex and there is no superior culture. Cultural relativism promotes greater appreciation of other cultures and mitigates the negative effects of ethnocentrism like discrimination.
Cultural relativism holds that beliefs and ethics are relative to the individual's social context, so there are no universal moral truths. Ethnocentrism views one's own culture as superior. The document discusses differences in marriage ages, eye contact norms, and whether practices like female genital mutilation can be condemned despite being culturally accepted in some places. While cultural relativism says not to judge other cultures, some argue practices like FGM pose significant health risks and oppress women.
The document discusses key concepts related to socialization and identity formation. It describes enculturation as the process of learning the values and behaviors of one's culture. Socialization aims to teach impulse control, prepare individuals for social roles, and cultivate shared meanings. George Herbert Mead contributed the idea of the "self" developing through interaction with others and assuming their perspectives. He described stages from imitation to role-taking to developing a "generalized other." Norms guide behavior through socialization while status and roles shape expectations and identity.
Social interaction and social structure are closely related concepts in sociology. Social interaction refers to how people respond to one another, while social structure describes how society is organized into predictable relationships and hierarchies. A person's social status can be ascriptive, based on attributes like gender or race, or achieved through their own efforts and occupations. Statuses come with social roles and expectations, and role conflict can occur when a person has incompatible roles. Social groups and institutions also play a key role in shaping social structure and transmitting culture according to different sociological perspectives.
Society is defined as a group of people involved in persistent social interaction, sharing the same territory and political authority. The document discusses the evolution of different types of societies from hunting and gathering to agricultural to industrial to postindustrial. It also examines kinship systems and how they define relationships through descent and marriage. Key kinship patterns discussed include Iroquois, Crow, Omaha, Eskimo, Hawaiian and Sudanese. The document also addresses social stratification, norms, roles, status and descent groups within societies.
Culture has several key characteristics:
1. Culture is social and develops through interaction between members of a society. No individual can develop a culture in isolation.
2. Culture varies between societies and is unique to each society. Cultural elements like customs and beliefs differ.
3. Culture is shared and possessed by all members of a society. People in a society share customs, traditions, beliefs, and other cultural aspects.
Ethnocentrism is the tendency to view one's own ethnic culture as superior to others. Research has found evidence of ethnocentrism in every culture around the world, stemming from reasons like religion, language, customs, and history. While feeling pride in one's own culture is natural, ethnocentrism can lead one to view other cultures as inferior and behave in damaging ways towards those from other cultures. However, increasing globalization is helping people overcome ethnocentric thinking and take a more inclusive perspective of human society.
Socialization refers to the lifelong process by which people learn their culture and develop their human potential. The document discusses several theories of socialization, including Freud's psychodynamic theory of personality development involving the id, ego and superego. It also summarizes Piaget's stages of cognitive development, Kohlberg's stages of moral development, and Mead's theory of how the self develops through social interaction and assuming social roles. Erikson's eight stages of psychosocial development are also outlined, with each stage involving balancing competing psychological forces and developing virtues. Overall, the document provides an overview of key socialization theories and perspectives.
Socialization is a lifelong process whereby individuals internalize social norms and develop their personality and sense of self through social experience. It begins in childhood as children learn the values and behaviors of their culture by taking on social roles. The development of self emerges through symbolic interaction with others. Later life stages like adolescence, adulthood and old age also involve socialization as individuals take on new social roles and adapt to changes.
Cultural relativism argues that (1) different cultures have different moral codes, (2) there is no universal moral truth, and (3) one cannot judge another culture's moral codes as better or worse. However, this view has limitations. If taken to the extreme, cultural relativism implies that harmful practices cannot be criticized as long as a culture allows them. Most argue some moral values like protecting life are universal. Cultural relativism is a useful reminder not to assume one's own culture is objectively best, but it does not preclude all judgments across cultures.
The document discusses different perspectives for defining community:
1. The systems perspective views a community as similar to a living organism with different parts representing specialized functions that work together to meet community needs.
2. The social perspective defines a community by the social and political networks that link individuals and organizations, understanding which is important for engagement efforts.
3. The virtual perspective recognizes that some communities exist online through computer-mediated communication and social media, forming virtual communities.
4. The individual perspective acknowledges that people may identify with multiple communities and that this sense of identity can change over time. Practitioners must understand how individuals view themselves and their connections.
The document provides an overview of rational choice theory (RCT). It discusses the key assumptions of RCT, including individualism, optimality, self-interest, and rationality. RCT argues that individuals make choices to maximize their own welfare. The document outlines the growth of RCT in political science and economics. It also discusses criticisms of RCT and its limitations in fully explaining human social behavior and collective action problems.
This document outlines the first module of a course on Understanding Culture, Society and Politics. The module introduces the nature and goals of anthropology, sociology, and political science. It includes three lessons that cover cultural variation, social differences, political identities, and the dynamism of cultural, social, and political change. After completing the module, students are expected to be able to articulate observations on cultural variation, social differences, and political identities; analyze social, cultural, and political change; and identify the subjects of inquiry and goals of anthropology, sociology, and political science.
The document categorizes communities into three types: urban, suburban, and rural. It provides details about the population density, common buildings and structures, and livelihoods that characterize each type of community. Urban communities have the highest population density and are located around economic centers. Suburban communities are located outside urban areas and have lower density than urban areas. Rural communities have the lowest population density and are located in countryside areas, with livelihoods focused on farming and livestock. The document also discusses the formal and informal economic sectors, noting that the formal sector complies with government regulations while the informal sector lacks licenses and oversight.
1. The document discusses the relationship between the self and external reality from various perspectives. It argues that the self is not a static entity but is constantly shaped by social interactions and cultural influences.
2. Language, family, gender, and other social and cultural factors actively contribute to the development of the self. The self takes on different roles and behaviors depending on the social situation and context.
3. The self is multifaceted and dynamic. It morphs according to external circumstances through social construction of identity. The boundaries between self and social contexts cannot be easily separated.
Moral relativism is based on four theses: the diversity thesis, dependency thesis, conventionalism thesis, and toleration thesis. Each of these theses is outlined and then objections to each are presented. Additionally, performative contradiction, incoherence, and issues with integrity are raised as criticisms of moral relativism.
Symbolic interactionism views society as created and maintained through repeated interactions between individuals. It focuses on the symbols and language used in interactions that help individuals interpret experiences and form meanings. There are three core principles: 1) meaning arises through symbolic representations in interactions, 2) language and symbols allow for negotiation of meaning, and 3) individual thought influences the interpretation of symbols. George Herbert Mead established that the self develops from social interactions and Charles Cooley's "looking glass self" holds that individuals incorporate the perceived judgments of others into their self-concept.
The document discusses persons with disabilities and underprivileged sectors of society. It provides examples of prominent individuals with disabilities like Helen Keller and Nick Vujicic who achieved success despite their conditions. It defines underprivileged sectors as experiencing social deprivation like lack of access to education and healthcare. Women, children, the LGBTQ community and marginalized jobs like farmers often face issues like poverty, violence and discrimination. The document calls for protecting the rights of the underprivileged and promoting inclusiveness.
The document outlines a community action plan to address environmental and social issues facing the Holiday Lake West neighborhood. It proposes forming a civic association to connect neighbors and implement solutions like locally grown food from community gardens, bulk purchasing of energy efficient products, and advocating for solar energy and algae biofuel projects with the local power company. The goal is to build a sustainable community through systems thinking and cooperation to benefit both current and future residents.
Symbolic interactionism is a sociological theory that focuses on the meanings that people impose on objects, events, and behaviors through social interaction. It analyzes society by addressing the subjective meanings given by individuals, who behave based on their own interpretations rather than objective reality. The theory was pioneered by George Herbert Mead and developed further by Herbert Blumer, who outlined its three basic premises: that people act based on the meanings they ascribe to things, that meanings arise from social interaction, and are modified through interpretation. Symbolic interactionism emphasizes symbols, social construction of meaning, and the roles people play.
UNDERSTANDIND CULTURE, SOCIETY AND POLITICS w3 m3.pptxulyssesvillaflor2
[Ethnocentrism]
The picture on the left portrays ethnocentrism because it shows a person looking at another culture's practices in a judgmental way, believing their own culture is superior.
[Cultural Relativism]
The picture on the right portrays cultural relativism because it shows a person openly observing another culture without judgment, seeking to understand it on its own terms rather than viewing it through the lens of their own culture.
This document discusses cultural relativism and ethnocentrism. It aims to describe one's own culture and compare it to others, explain the differences between ethnocentrism and cultural relativism, demonstrate the harmful effects of ethnocentrism, and how cultural relativism mitigates ethnocentrism. Ethnocentrism is the belief that one's own culture is superior, while cultural relativism is the belief that all cultures are equally complex and there is no superior culture. Cultural relativism promotes greater appreciation of other cultures and mitigates the negative effects of ethnocentrism like discrimination.
Cultural relativism holds that beliefs and ethics are relative to the individual's social context, so there are no universal moral truths. Ethnocentrism views one's own culture as superior. The document discusses differences in marriage ages, eye contact norms, and whether practices like female genital mutilation can be condemned despite being culturally accepted in some places. While cultural relativism says not to judge other cultures, some argue practices like FGM pose significant health risks and oppress women.
The document discusses key concepts related to socialization and identity formation. It describes enculturation as the process of learning the values and behaviors of one's culture. Socialization aims to teach impulse control, prepare individuals for social roles, and cultivate shared meanings. George Herbert Mead contributed the idea of the "self" developing through interaction with others and assuming their perspectives. He described stages from imitation to role-taking to developing a "generalized other." Norms guide behavior through socialization while status and roles shape expectations and identity.
Social interaction and social structure are closely related concepts in sociology. Social interaction refers to how people respond to one another, while social structure describes how society is organized into predictable relationships and hierarchies. A person's social status can be ascriptive, based on attributes like gender or race, or achieved through their own efforts and occupations. Statuses come with social roles and expectations, and role conflict can occur when a person has incompatible roles. Social groups and institutions also play a key role in shaping social structure and transmitting culture according to different sociological perspectives.
Society is defined as a group of people involved in persistent social interaction, sharing the same territory and political authority. The document discusses the evolution of different types of societies from hunting and gathering to agricultural to industrial to postindustrial. It also examines kinship systems and how they define relationships through descent and marriage. Key kinship patterns discussed include Iroquois, Crow, Omaha, Eskimo, Hawaiian and Sudanese. The document also addresses social stratification, norms, roles, status and descent groups within societies.
Culture has several key characteristics:
1. Culture is social and develops through interaction between members of a society. No individual can develop a culture in isolation.
2. Culture varies between societies and is unique to each society. Cultural elements like customs and beliefs differ.
3. Culture is shared and possessed by all members of a society. People in a society share customs, traditions, beliefs, and other cultural aspects.
Ethnocentrism is the tendency to view one's own ethnic culture as superior to others. Research has found evidence of ethnocentrism in every culture around the world, stemming from reasons like religion, language, customs, and history. While feeling pride in one's own culture is natural, ethnocentrism can lead one to view other cultures as inferior and behave in damaging ways towards those from other cultures. However, increasing globalization is helping people overcome ethnocentric thinking and take a more inclusive perspective of human society.
Socialization refers to the lifelong process by which people learn their culture and develop their human potential. The document discusses several theories of socialization, including Freud's psychodynamic theory of personality development involving the id, ego and superego. It also summarizes Piaget's stages of cognitive development, Kohlberg's stages of moral development, and Mead's theory of how the self develops through social interaction and assuming social roles. Erikson's eight stages of psychosocial development are also outlined, with each stage involving balancing competing psychological forces and developing virtues. Overall, the document provides an overview of key socialization theories and perspectives.
Socialization is a lifelong process whereby individuals internalize social norms and develop their personality and sense of self through social experience. It begins in childhood as children learn the values and behaviors of their culture by taking on social roles. The development of self emerges through symbolic interaction with others. Later life stages like adolescence, adulthood and old age also involve socialization as individuals take on new social roles and adapt to changes.
Socialization is the lifelong process by which individuals develop their human potential and personality through social experience and learning culture. The social world becomes internalized in children through socialization, and this process continues as adults take on new social roles and contexts. Personality and behavior are shaped more by nurture than nature, as evidenced by studies of twins and those raised in social isolation. The development of self emerges through social interactions and learning to see oneself from the perspectives of others.
Socialization is a lifelong process whereby individuals internalize social norms and develop their personality and sense of self through social experience. It begins in childhood as children learn the values and behaviors of their culture by taking on social roles. The development of self emerges through symbolic interaction with others. Later stages of socialization involve learning new social roles throughout the life cycle, such as adolescence, adulthood, and old age. Total institutions aim to resocialize individuals by breaking down their original identity and building a new one.
This document discusses several theories of socialization and human development. It describes how socialization is the lifelong process by which people learn culture and develop their personality through social experience. Several influential theorists are outlined, including Freud, Piaget, Kohlberg, Gilligan, Mead and Erikson. Their stage theories explain personality and moral development from childhood through adulthood. Key agents of socialization that influence development are also defined, such as family, school, peer groups, and mass media.
Humans require socialization from birth for healthy development. Socialization is the lifelong process through which individuals learn the patterns of their culture and develop their human potential. Theories of socialization and personality development emphasize both nature and nurture. Theorists like Cooley, Mead, and Freud explored how individuals develop a self and personality through social interactions and experiences with family, peers, school, and media from a very young age. Key stages and concepts in socialization and personality development include Mead's preparatory, play, and game stages; Freud's psychosexual stages and concepts of the id, ego, and superego.
Socialization is a lifelong process where individuals internalize social norms and develop their personality and sense of self through social experience. It begins in childhood as children learn the values and behaviors of their culture by taking on social roles. This continues throughout life as people take on new social roles and are socialized into new social groups. The self and personality emerge through social interaction and learning to see oneself from the perspectives of others.
The document discusses socialization and the nature vs nurture debate. It argues that most social scientists adopt a multi-factored approach that acknowledges both biological and environmental influences. Socialization is defined as the lifelong process of learning social norms and roles through various agents like family, school, peers and the media. The debate is complex with no single determining factor and most traits result from multiple interacting influences.
This document summarizes several major social-psychological theories of human development:
1) Freud's psychoanalytic theory which views development occurring through the id, ego, and superego.
2) Piaget's stages of cognitive development from sensorimotor to formal operations.
3) Cooley's looking-glass self and Mead's role-taking which see the self developing through interactions and assuming social roles.
4) Agents of socialization like family, school, and peers which teach individuals to participate in society.
Socialization is a lifelong process through which individuals develop their human potential and personality through social experience. It involves learning social and cultural norms. Personality and sense of self emerge through socialization as individuals interact with others and internalize their perspectives. Various theorists have proposed stages of socialization and personality development across the lifespan from childhood to old age. Socialization also occurs through specific social institutions and roles that individuals learn at different life stages.
The document discusses how human development and traits are shaped by socialization and interaction with others from a young age. Studies of isolated children found they lacked traits like intelligence and cooperation seen in socialized children. Early social interaction is crucial for normal human development. The self develops from imagining our reflection in others and learning social norms. Children progress from imitation to role-playing to understanding different social perspectives. Personality, morality and emotions are also influenced by socialization and differ across cultures.
The document discusses several sociological theories of the self. It explains that the self is shaped by social interactions and one's social environment. The self develops through looking at how others perceive us (Cooley's looking glass self) and learning to see ourselves through the perspectives of others (Mead's theory of self-development). Culture and social institutions like the family also influence the development of one's sense of self or identity.
The document outlines key concepts related to human nature, socialization, and theories of the self. It discusses:
1) The nature vs. nurture debate on the roles of genetics and socialization in shaping human behavior.
2) The process of socialization through which individuals learn social norms and become functioning members of society, influenced by agents like family, schools, peers, and media.
3) Four theories of the self - Freud's concepts of id, ego, and superego; Cooley's looking-glass self; Mead's stages of self-development; and Goffman's theory of impression management in social roles.
The document discusses Carl Rogers' person-centered theory of human development. Rogers believed that for a person to grow and reach their full potential, they need an environment that provides genuineness, acceptance, and empathy. Without these conditions, healthy relationships and development will not occur. Rogers also believed that everyone has the ability to achieve their goals and desires through self-actualization when these needs are met. The document then provides more context on Rogers' views of the ideal self, self-worth, and the importance of positive regard from others for psychological health and achieving one's potential.
SocializationWhat is SocializationSocializa.docxsamuel699872
Socialization
What is Socialization?
Socialization
Socialization is the lifelong process through which people learn attitudes, values and behaviors to a particular culture. Internalizing culture = socialization
In short, socialization is a constant learning process.
Socialization (or learning) is both formal and informal.
Formal: Police officers are formally taught in the academy.
Informal: Police officers learn informal behavior from the streets and their veteran partners.
Isolation & Socialization
Isolation: To cut off from groups and individuals.
To what extent was Isabelle cut off from others?
For her first 6 years, Isabelle lived in a dark room, a storage room.
Isabelle’s mother could not speak or hear.
Isabelle’s grandparents were ashamed and kept her hidden.
When found, Isabelle could not speak, laugh, cry or smile.
She had no verbal, and few non-verbal skills.
Isabelle’s case reveals that w/out social experience, an individual remains more of an object than a person.
Emotionless
Emotional
Socialization and Isolation
Note the cases of isolation with Genie and Danielle.
Such children have difficulty recovering from the lack of socialization.
Genie (13 years) was discovered by California authorities in 1970.
Genie had been kept in isolation since she was 20 months old.
In Plant City, Florida (2005), Danielle was discovered.
Danielle lived was in a trash-filled house, in a room filled with dirty diapers.
When found, she was almost 7 and weighed 46 pounds
https://www.youtube.com/watch?v=P_IBGS1FQw4
Oprah update on Danielle
Danielle
Danielle & Socialization
Danielle represents the importance of socialization, the importance of social interaction.
Isolation raises questions of child abuse and ethics.
It is difficult to be socialized in a state of isolation.
What should be done with parents who isolate children?
Danielle & Genie reveal that w/out social experience, an individual remains more of an object than a person.
Babies Experimenting with Sound
Babies mimick what they hear even before they know any words.
See YouTube video “Talking Twin Babies – Part 2.”
Two 17-month-olds “talk” back and forth, saying little more than “da da da”.
They “talked” with expression, hand gestures, turn taking and laughter.
They knew what language sounded like.
They learned (socialization) through interaction with family, friends and others. Page 71…
Nature and Nurture
Nature: Human behavior is instinctive. Significance of Heredity.
Charles Darwin supports naturalistic explanations (instinctive human competitiveness).
Examples: People are born criminals, women are naturally emotional & men are naturally rational.
Nurture: Human behavior is learned.
John B Watson supports nurture; he developed a theory called behaviorism.
Behaviorism suggest that human behavior is learned, not instinctive.
Human behavior is shaped by people’s environments.
Nature/Nurture Interplay
What role does biology play in human development?.
To introduce key concepts related to micro-sociology and socialization. The document discusses theories of socialization from Freud, Mead, and Cooley. It also addresses the concepts of self, human nature, and how individuals develop identities and learn social norms through the socialization process with different agents such as family, schools, peers, and media.
The document discusses several key aspects of socialization:
1. Socialization is the process by which individuals learn the norms, values, behaviors, and social skills needed to function in society. It involves both learning and teaching processes.
2. Socialization transforms individuals from biological beings into social beings by teaching them appropriate gender roles, responsibilities, skills and how to interact with others based on social norms.
3. Different socialization agents like family, peers, media, and school socialize individuals according to different sociological theories like social learning theory and functionalism which see socialization as important for personality development and social order.
This document discusses perspectives on the self from various philosophical and cultural viewpoints. It begins by defining characteristics of the self from a Western perspective, such as being separate, consistent, and private. It then contrasts Eastern views of the self in Confucianism, Taoism, and Buddhism, which see the self as more interconnected with society and nature. The document also examines how the self develops through language, relationships, gender, and compares cognitive and cultural influences on concepts of self-identity, self-esteem, and narcissism.
Ch. 44-1Why Is Socialization Important Around the GlobeLO 1.docxsleeperharwell
Ch. 4
4-1Why Is Socialization Important Around the Globe?
LO 1
Debate the extent to which people would become human beings without adequate socialization.
Socialization is the lifelong process of social interaction through which individuals acquire a self-identity and the physical, mental, and social skills needed for survival in society (Figure 4.1). It is the essential link between the individual and society because it helps us become aware of ourselves as members of the larger groups and organizations of which we are a part. Socialization also helps us to learn how to communicate with other people and to have knowledge of how other people expect us to behave in a variety of social settings. Briefly stated, socialization enables us to develop our human potential and to learn the ways of thinking, talking, and acting that are necessary for social living.
Figure 4.1
The kind of person we become depends greatly on the people who surround us. How will this boy’s life be shaped by his close and warm relationship with his mother?
Christopher Futcher/ iStockphoto.com
When do you think socialization is most important? Socialization is the most crucial during childhood because it is essential for the individual’s survival and for human development. The many people who met the early material and social needs of each of us were central to our establishing our own identity. Can you identify some of the people in your own life who were the most influential in your earliest years of social development? During the first three years of our life, we begin to develop both a unique identity and the ability to manipulate things and to walk. We acquire sophisticated cognitive tools for thinking and for analyzing a wide variety of situations, and we learn effective communication skills. In the process we begin a socialization process that takes place throughout our lives and through which we also have an effect on other people who watch us.
What does socialization do for us beyond the individual level? Socialization is essential for the survival and stability of society. Members of a society must be socialized to support and maintain the existing social structure. From a functionalist perspective, individual conformity to existing norms is not taken for granted; rather, basic individual needs and desires must be balanced against the needs of the social structure. The socialization process is most effective when people conform to the norms of society because they believe that doing so is the best course of action. Socialization enables a society to “reproduce” itself by passing on its culture from one generation to the next.
How does socialization differ across cultures and ways of life? Although the techniques used to teach newcomers the beliefs, values, and rules of behavior are somewhat similar in many nations, the content of socialization differs greatly from society to society. How people walk, talk, eat, make love, and wage war are all functions of the cul.
Similar to Chapter4 4thed 150223093306-conversion-gate01 (20)
This document discusses suffixes and terminology used in medicine. It begins by listing common combining forms used to build medical terms and their meanings. It then defines several noun, adjective, and shorter suffixes and provides their meanings. Examples are given of medical terms built using combining forms and suffixes. The document also examines specific medical concepts in more depth, such as hernias, blood cells, acromegaly, splenomegaly, and laparoscopy.
The document is a chapter from a medical textbook that discusses anatomical terminology pertaining to the body as a whole. It defines the structural organization of the body from cells to tissues to organs to systems. It also describes the body cavities and identifies the major organs contained within each cavity, as well as anatomical divisions of the abdomen and back.
This document is from a textbook on medical terminology. It discusses the basic structure of medical words and how they are built from prefixes, suffixes, and combining forms. Some key points:
- Medical terms are made up of elements including roots, suffixes, prefixes, and combining vowels. Understanding these elements is important for analyzing terms.
- Common prefixes include hypo-, epi-, and cis-. Common suffixes include -itis, -algia, and -ectomy.
- Dozens of combining forms are provided, such as gastro- meaning stomach, cardi- meaning heart, and aden- meaning gland.
- Rules are provided for analyzing terms, such as reading from the suffix backward and dropping combining vowels before suffixes starting with vowels
This document is the copyright information for Chapter 25 on Cancer from the 6th edition of the textbook Molecular Cell Biology published in 2008 by W. H. Freeman and Company. The chapter was authored by a team that includes Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
This document is the copyright information for Chapter 24 on Immunology from the 6th edition of the textbook Molecular Cell Biology published in 2008 by W. H. Freeman and Company. The chapter was authored by Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
Nerve cells, also known as neurons, are highly specialized cells that process and transmit information through electrical and chemical signals. This chapter discusses the structure and function of neurons, how they communicate with each other via synapses, and how signals are propagated along neurons through changes in their membrane potentials. Neurons play a vital role in the nervous system by allowing organisms to process information and coordinate their responses.
This document is the copyright information for Chapter 22 from the 6th edition of the textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "The Molecular Cell Biology of Development" and is authored by Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
This document is the copyright information for Chapter 21 from the sixth edition of the textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "Cell Birth, Lineage, and Death" and is authored by Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
This document is the copyright page for Chapter 20 from the 6th edition of the textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "Regulating the Eukaryotic Cell Cycle" and is authored by a group of scientists including Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
This document is the copyright information for Chapter 19 from the 6th edition textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "Integrating Cells into Tissues" and is authored by Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
This chapter discusses microtubules and intermediate filaments, which are types of cytoskeletal filaments that help organize and move cellular components. Microtubules are involved in processes like cell division and intracellular transport, while intermediate filaments provide mechanical strength and help integrate the nucleus with the cytoplasm. Together, these filaments play important structural and functional roles in eukaryotic cells.
This chapter discusses microfilaments, which are one of the three main types of cytoskeletal filaments found in eukaryotic cells. Microfilaments are composed of actin filaments and play important roles in cell motility, structure, and intracellular transport. They allow cells to change shape and to move by contracting or extending parts of the cell surface.
This document is the copyright page for Chapter 16 from the 6th edition of the textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "Signaling Pathways that Control Gene Activity" and is authored by a group of scientists including Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh and Matsudaira.
This document is the copyright page for Chapter 15 of the 6th edition textbook "Molecular Cell Biology" by Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira. It provides the chapter title "Cell Signaling I: Signal Transduction and Short-Term Cellular Responses" and notes the copyright is held by W. H. Freeman and Company in 2008.
This document is the copyright page for Chapter 14 from the 6th edition textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "Vesicular Traffic, Secretion, and Endocytosis" and is authored by a group of scientists including Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh and Matsudaira.
This chapter discusses how proteins are transported into membranes and organelles within cells. Proteins destined for membranes or organelles have targeting signals that are recognized by transport systems. The transport systems then direct the proteins to their proper destinations, such as inserting membrane proteins into membranes or delivering soluble proteins into organelles.
This document is the copyright information for Chapter 12 from the sixth edition of the textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "Cellular Energetics" and is authored by Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
This chapter discusses the transmembrane transport of ions and small molecules across cell membranes. It covers topics such as passive transport through membrane channels and pumps, as well as active transport using ATP. The chapter is from the 6th edition of the textbook Molecular Cell Biology and is copyrighted by W. H. Freeman and Company in 2008.
This document is the copyright information for Chapter 10, titled "Biomembrane Structure", from the sixth edition of the textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter was written by a team of authors including Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh and Matsudaira.
This document is the copyright information for Chapter 9 from the 6th edition of the textbook "Molecular Cell Biology" published in 2008 by W. H. Freeman and Company. The chapter is titled "Visualizing, Fractionating, and Culturing Cells" and is authored by Lodish, Berk, Kaiser, Krieger, Scott, Bretscher, Ploegh, and Matsudaira.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
8. Social Isolation
• Infants have almost no innate capacities making it virtually impossible for
them to develop into full human beings without human contact. Here are a
few examples of this concept.
• Feral Children are children who have grown up in the wild. Supposedly,
there are real cases of children being raised by wild animals. An example of
this concept can be found in fictional works such as The Jungle Book and
Tarzan.
• There are a few examples of children that have been discovered living in the
wild and exhibiting animal like behaviors. However, there are no evidence
that any of these children were “raised” by animals from infancy.
• One example that indicates that an infant would not survive in the wild
comes to us from 13th century Germany and Emperor Frederick II. Frederick
wanted to see if children would revert back to their natural state as in the
Garden of Eden. All of the children died when they were abandoned in the
forest.
13. 13
The Development of the Self
• The self is an individual’s conscious, reflexive,
experience of a personal identity separate and distinct
from others. It is our distinct identity that sets us apart
from others.
• Consciousness, our ability to develop the “self,” makes
humans unique from other creatures.
• The self is a social product; it is created and modified
through interaction over the course of a lifetime.
• There are a few theories that discuss how it develops…
14. The Development of the Self
(Cooley)
• Charles Cooley believed that we learn who we are
by interacting with others.
• Furthermore, one’s sense of self comes not only
from direct contemplation of our personal qualities
but also from our impressions of how others
perceive us.
• His theory, the looking-glass self, refers to the
notion that the self develops through our
perception of others’ evaluations and appraisals of
us.
15. 15
The Development of the Self
(Cooley)
• Charles Cooley theorized that there were 3
phases in the “looking-glass self” process:
– Step 1: We imagine how we look to others (family,
friends, strangers, etc.).
– Step 2: Then, we imagine other people’s evaluation
of us (attractive, intelligent, shy, strange, etc.)
– Step 3: Finally, we develop some sort of feeling
about ourselves based on our perception of that
evaluation (shame, pride, embarrassment, etc.)
16. The Looking-Glass Self
16
Step 1: “I think I look
pretty good for this
date.”
Step 2: “Wow..she is looking at
me like I’m a freak!”
Step 3: “I don’t know
what I did wrong! I
must look goofy or
something”
17. The Development of the Self
(Mead)
• George Herbert Mead expanded Cooley’s
ideas about the development of the self.
• Mead also believed that the self was created
through social interaction and that this
process started in childhood (that children
began to develop a sense of self at about the
same time that they began to learn language).
18. The Development of the Self
(Mead)
• The acquisition of language skills coincides
with the growth of mental capacities,
including the ability to think of ourselves as
separate and distinct, and to see ourselves in
relationship to others.
19. The Development of the Self
(Mead)
• He theorized that the self unfolds in stages:
– Stage 1: Preparatory Stage (before age 3) – children
imitate significant others. For example, a child might
bang on a piece of wood while a parent is engaged in
carpentry work, or throw a ball if an older sibling is
doing so nearby.
– Children also begin to learn symbols, gestures, and
language that allow them to begin communicating.
– Mead defined significant others as those who are most
important in the development of the self. These are
the people that we’re closest to (parents, family,
friends, etc.).
20. The Development of the Self
(Mead)
Stage 2: Play Stage (after age 3) – children pretend
to be other people – this is referred to “taking the
role of the other.”
• After children learn to communicate, they gradually
become more aware of social relationships. As a result,
during this stage, they begin to pretend to be other
people. Just as an actor “becomes” a character, a child
becomes a doctor, parent, superhero, or ship captain.
• Mead called this process “role taking.” Role taking is
mentally assuming the perspective of another and
responding from that imagined view-point.
21. The Development of the Self
(Mead)
Stage 3: Game Stage (Early School Years) – children’s self
awareness increases through a process that Mead compared
to games.
• The child no longer just plays roles but begins to consider several
tasks and relationships simultaneously. At this point in
development, children grasp not only their own social positions but
also those of others around them.
• For example, consider sports, a child must understand their own
position as well as everyone else’s positions…hence the name
“Game Stage.” This understanding applies to all aspects of
life…teacher/student, parent/child, coworker/coworker, etc. The
child can now respond to numerous members of the social
environment.
22. The Development of the Self
(Mead)
• Stage 3: Game Stage continued…
– Mead uses the term “Generalized Other” to refer to the attitudes,
viewpoints, and expectations of society as a whole that a child takes
into account in his or her behavior. In other words, the “generalized
other” is the perspectives and expectations of a network of others (or
society in general) that a child learns and then takes into account
when shaping his or her own behavior.
– For example: A child will not act courteously to other people merely to
please a parent. Rather, the child comes to understand that courtesy
is a widespread social value endorsed by everyone.
– At the game stage, children can take a more sophisticated view of
people and the social environment. They now understand specific
occupations and social positions.
23. Mead: The Stages of the Self
The Preparatory
Stage
Children imitate
significant others to
learn meaning behind
symbols, gestures,
and language.
The Play Stage
Children begin “role-
taking” in which they
mentally assume the
perspective of another
and respond from that
view-point.
The Game Stage
Children are now aware
of their position in
relationship to the other
numerous social
positions in society.
24. The Development of the Self
(Goffman)
• Erving Goffman believed that meaning is
constructed through interaction. To better
understand where Goffman is coming from, you
need to know the Thomas Theorem:
– The Thomas Theorem states that if people “define
situations as real, they are real in their consequences.”
(pg. 123)
– Definition of the Situation – an agreement with others
about “what is going on” in a given circumstance. This
consensus allows us to coordinate our actions with others
and realize goals.
25. The Development of the Self
(Goffman)
• Erving Goffman takes the ideas of the Thomas
Theorem as step further…he looks at our definitions
of the situation not just cognitively, but
interactionally as well.
– Expression of Behavior – tools we use to project our definitions of the
situation to others.
– Expressions Given – expressions that are intentional and usually
verbal.
– Expressions Given Off – observable expression that can either be
intended or unintended and are usually non-verbal.
26. The Development of the Self
(Goffman)
• Erving Goffman and Impression Management &
Dramaturgy
• Goffman sees social life as a sort of game, where we
work to control the impressions others have of us, a
process he called impression management.
– IM is a person’s efforts to manage the impressions that
others receive of her or him.
– We are constantly managing the impression we want
others to see.
27. The Development of the Self
(Goffman)
• His approach, dramaturgy, compares social
interaction to the theater, where individuals
take on roles and act them out to present a
favorable impression to their “audience.”
– Setting (OR Region)
– Front Stage
– Back Stage
– Role Performance/Role Expectation
30. Agents of Socialization
• Agents of socialization are the social groups,
institutions, and individuals that provide
structured situations in which socialization
takes place.
• The four predominant agents of socialization
are the family, schools, peers, and the mass
media.
31.
32. Agents of Socialization (cont’d)
• The family is the single most significant agent
of socialization in all societies and teaches us
the basic values and norms that shape our
identity.
• Where a family is located, both geographically
and socially will affect family members.
• Socialization differs because each family has
its own set of values and beliefs.
33. Agents of Socialization (cont’d)
• Over the years, schools have gradually taken on
greater responsibilities than merely teaching a
prescribed curriculum.
• Schools help children become less dependent on the
family.
• Schools provide education and socialize us through a
hidden curriculum (a set of behavioral traits such as
punctuality, neatness, discipline, hard work,
competition, and obedience) that teaches many of
the behaviors that will be important later in life.
• Pressure for schools to become even more involved.
34. Agents of Socialization (cont’d)
• Peers provide very different social skills and often
become more immediately significant than the
family, especially as children move through
adolescence.
• As children age, peers often become more important
than parents as agents of socialization.
• Peer subcultures are formed
• Peer Pressure refers to the influence exerted by a
peer group in encouraging a person to change his or
her attitudes, values, or behavior in order to conform
to group norms.
35. Agents of Socialization (cont’d)
• The media has become an important agent of
socialization, often overriding the family and
other institutions in instilling values and
norms.
• Sociologists questioned the extent that media
has usurped some of the functions of the
family.
• What affects does television have on our
children?
– Body image is one example.
36. Agents of Socialization (cont’d)
• Adult Socialization – We are constantly
learning and adjusting to new conditions over
the life course, and thereby participating in
secondary socialization.
–Examples: new job, marriage, divorce,
death, etc.
• Resocialization is the process of replacing
previously learned norms and values with new
ones as a part of a transition in life.
37. Agents of Socialization (cont’d)
• A dramatic form of resocialization takes place
in a total institution, which is an institution (a
place such as a prison, cult, or mental
hospital) in which individuals are cut off from
the rest of society so that their lives can be
controlled and regulated for the purpose of
systematically stripping away previous roles
and identities in order to create a new one.
39. Statuses and Roles
• A status is a position in society that comes
with a set of expectations.
• An ascribed status is one we are born with
that is unlikely to change.
• An achieved status is one we have earned
through individual effort or that is imposed by
others.
40. Statuses and Roles (cont’d)
• One’s master status is a status that seems to
override all others and affects all other statuses that
one possesses.
• Master statuses carry with them expectations that
may blind people to other facets of our personalities.
– Stereotyping is judging others based on preconceived
generalizations about groups or categories of people.
• Roles are the behaviors expected from a particular
status.
41. Statuses and Roles (cont’d)
• Role conflict occurs when the roles associated
with one status clash with the roles associated
with a different status.
• Role strain occurs when roles associated with
a single status clash.
• Either of these may lead to role exit; the
process of leaving a role that we will no longer
occupy.
42. Emotions and Personality
• An aspect of the roles and statuses we assume is our
emotions. Emotions vary from status to status, role
to role.
• Though we tend to believe that our emotions are
highly personal and individual, there are social
patterns in our emotional responses.
• Paul Ekman – Global Emotions
– Anger, disgust, fear, happiness, sadness, and
surprise
– Universal facial expressions
43. Emotions and Personality (cont’d)
• Role-taking emotions are emotions like
sympathy, embarrassment, or shame, which
require that we assume the perspective of
another person and respond from that
person’s point of view.
44. Emotions and Personality (cont’d)
• Feeling rules are socially constructed norms
regarding the expression and display of
emotions and include expectations about the
acceptable or desirable feelings in a given
situation.
–Arlie Hochschild – emotion is guided by sets
of feeling rules, which tell us how to feel in
certain roles or situations
• Gender and emotion
45. Emotions and Personality (cont’d)
• Emotional work refers to the process of
evoking, suppressing, or otherwise managing
feelings to create a publicly observable display
of emotion.
46. New Interactional Contexts
• What are the implications of our new forms of
interaction on the “self”? Instant messaging, texting,
Facebook, etc.?
• Though most sociological perspectives on interaction
focus on interactions that occur in copresence (when
individuals are in one another’s physical presence),
modern technology enables us to interact with
people very far away.
• What effect does this have on us?
47. New Interactional Contexts
(cont’d.)
• Postmodern theorists claim that the role of
technology in interaction is one of the primary
features of postmodern life.
• Interacting through technology exposes us to more
information and diverse perspectives that may shape
our sense of self and socialize us in new ways. This is
another reason why the media is a controversial
agent of socialization.
• We are now exposed to many more sources to help
us shape our sense of self.