The document discusses personality development and the influence of culture and socialization. It examines how personality is shaped through the enculturation process and the transmission of societal norms, values, and worldviews. Various agents of socialization are described such as the family, school, peer groups, media, and workplace that help socialize individuals and ensure their conformity to societal expectations.

1. CULTURE AND
PERSONALITY
Sociology and Anthropology
Second Semester

2. PERSONALITY
• is the pattern of behavior that is
distinctive for each individual. (Tischler)
• is a more or less enduring organization of
forces within the individual, associated
with a complex of fairly consistent
attitudes, values, and modes of
perception which account, in part, for the
individual's consistency of behavior.
(Barnouw)

3. PERSONALITY
Nature Nurture

4. Culture VS. Personality
• Defines the nature of the
society, ideas, norms, and
values.
• Guides the individuals along
the norms that express
society’s needs and values.

5. PERSONALITY
• Sigmund Freud’s Theory of
Personality
• is a form of biological
determination and that
socialization was a process
characterized by an
internal struggle between
the biological component
and the social-cultural
environment.

6. Sigmund Freud’s
Theory of Personality
id ego Super ego
• he original • Is the executive • the social
system of the of personality component
personality and and is the • the internal
the matrix within mediator representative of
which the ego between the the traditional
and the superego needs of the values and ideals
become organism and the of society as
differentiated. objective world interpreted to
of reality. the child by its
parents.

7. CULTURE VS. PERSONLITY
• Cultural anthropologists view...
• Personality as formed through the process of
enculturation or socialization.
• Personality development is a result of the
transmission of the culture of a society.
• Stress that a society's culture, including its
worldview, influences the individual's
behavior.

8. SOCIALIZATION PROCESS
• are social learning processes
of conforming to the norms
and values of the group,
internalizing them and
acquiring a status, and
performing the
corresponding role.

9. SOCIAL ROLES
• Refers to the expected
patterns of behavior,
obligations, privileges
associated with a certain
status.

10. SEATWORK
• Ask your classmates, about 10 of
them, to describe the values that
they have observed in school.

11. AGENCIES OF
SOCIALIZATION
• FAMILY
- is the main link between the individual
and society.
- is where the baby first gains experiences
in love, affection, kindness, sympathy,
and the like.
- is where child gets oriented into the
culture of the group, its norms, goals,
types of consensus, and sanctions.

12. AGENCIES OF
SOCIALIZATION
Family....cont...
Function of Socialization in Families:
• Transmission of culture, growth and
development of individuals, social
control.
• Protect the welfare and interests of the
children
• Provide an opportunity for the children
to become socially functioning persons.

13. AGENCIES OF SOCIALIZATION
• Peer Group
- groups linked with their age and interest.
- status where individuals learn to make decisions.
- provides the members with motivations as it sets norms of
achievement.
- members develop a strong attachment and loyalty to the
group, getting support and security in times of uncertainty,
and stress.
-lifestyles, consumption of needs, recreation, and other
activities are influenced, aided by media.
- Peer groups become especially influential when parental
guidance, affection, and attention are lacking.

14. AGENCIES OF SOCIALIZATION
• School
- the primary agent for weaning children from
home and introducing them to the larger
society.
- children get their formal instruction, acquire
skills in reading, writing, and arithmetic, and
develop cognitive ability.
- inculcates cultural values, the recreational and
intellectual skills. and selective knowledge that
they will need to participate in the society to
which they belong.

15. AGENCIES OF SOCIALIZATION
School...cont...
• all educational institutions shall aim "to
inculcate love of country; teach the duties
of citizenship; and develop moral
character, personal discipline, and
scientific, technological and vocational
efficiency.“
---Philippine Constitution

16. AGENCIES OF
SOCIALIZATION
• Mass Media
- include newspapers, periodicals
and journals, radio, television and
movies, are another agent of
socialization.
- functions are primarily to inform,
entertain, and educate.

17. AGENCIES OF
SOCIALIZATION
Mass Media cont...
• Of the various media, television is the most
stimulating and entertaining as well as
informative.
• Television exposes children to social worlds they
might not experience, like foreign culture so the
arts, nature, and history in the making, as well as
to the world of work and romance and such
complex problems as alcoholism, crime,
prostitution, and AIDS.

18. AGENCIES OF SOCIALIZATION
• Church
- provides for the spiritual and moral
needs of children as well as of
adults.
- Through prayers, rituals and
ceremonies, develops among people
a strong faith in God.

19. AGENCIES OF SOCIALIZATION
Church cont...
• Children learn the norms of conduct and
codes of behavior set forth by the religious
organization.
• Expectations of what would result from doing
good, the fear of sin, concept of life after
death, and the concepts of heaven and hell
motivate individuals to do what is good in
order to be at peace with their maker.

20. AGENCIES OF
SOCIALIZATION
• Workplace
- a place where individuals socialize in
accordance with its role expectations.
- some provide formal training in the
form of apprenticeship, orientation
sessions, and training courses.
- as individuals interact with their co-
employees and boss, they are oriented
into the organization.a

21. AGENCIES OF
SOCIALIZATION
Workplace cont...
• Employees learn the
hierarchy of statuses and
find their place into it.

22. SOCIALIZATION INTO GENDER ROLES
• Sex – refers to the biological characteristics
that one is born with genitals, hormones, and
chromosomes.
– inherited
• Gender – refers to social expectations, learned
behavior and beliefs associated with maleness
and femaleness.
– learned

23. SOCIALIZATION INTO
GENDER ROLES
• Sex-role Socialization
– Begins at infancy
– Learning what is proper according
to being maleness or femaleness.
– Learning masculinity and feminnity
– Can be understood in terms of both
biological and cultural components
interacting in complex ways.

24. SOCIALIZATION INTO GENDER
ROLES
MALE FEMALE
Run errands Cooking
Gather fire woods Washing
Do the gardening Cleaning the house
fetching water Taking care of the younger
siblings
Feed animals
Assertive

25. SOCIALIZATION INTO
GENDER ROLES
• Distinctions in courses for males
and females in school
Male Female
Mathematics Education
Natural Science Nursing
Engineering Home Economics
Medicine Social Works
Politics Secretarial Education
Law Nutrition

26. SOCIALIZATION INTO GENDER
ROLES
• With increasing urbanization and industrialization,
these sex roles are being altered.
• The wife, on account of her educational training and
skills, may earn a higher income than her husband.
• The roles of males and females in actual life are
interchanged at times.
• There are women employed in all the occupational
groups.
• Women have a higher percentage of employment
than males in professional and technical work, in
sales, in services, sports, and related activities.

27. SOCIALIZATION INTO
GENDER ROLES
• Senate Bill No. 1200 (Women in Development Act) by
Former Senator Santanina Rasul
– Gives women full and equal status to men.
– Rights:
• Opportunity to borrow money without the
consent of the husband
• Unrestricted capacity to act according to their
civil status
• Access to all government and provincial
programs granting agricultural credits and non-
material assistance.
• Enter to Philippine Military Academy and have
equal access to memberships in all clubs,
committees, and associations.

28. SOCIALIZATION INTO GENDER
ROLES
• With the thrust of the government for
national development' the potentials of our
young boys and girls must be developed to the
fullest.
• Verily, the success of nation-building programs
depends on the equal partnership of man and
women in social, political, economic, religious,
and other activities.

29. DEVIANCE
• Refers to the violation of norms.
• Constitutes departure from norms
which result in social disapproval so
that the variations arouse or are
likely to elicit negative sanctions if
detected

30. DEVIANCE
• Clinard and Meir variations in the definitions of
deviance:
– Statistical – What is normal or non-deviant is determined
by common conditions; what is the statistical minority
represents deviance.
– Absolutist – it is an outcome of a value judgment based on
absolute standards. It is defined in terms of violation of
tradition or custom.
– Reactivist –it is a result of reaction or label of a social
audience of behavior or condition of a person or persons.
– Normative – the label “deviant” results from a group’s
notion of actions and conditions that should and should
not occur.

31. DEVIANCE
• Sociologists:
- deviant behavior is one that tails to
conform to the rules or norms of the
group. It implies something evaluated
negatively.
- are interested in how deviance comes
about and its effects on society.
• Anthropologists:
- are concerned primarily with how the
members of a society jointly reach
consensus about deviance.

32. DEVIANCE
• Is RELATIVE!
• What is accepted to one society may not be
accepted to another.
- Abortion, pre-marital sex, polygamy, and
divorce are strongly disapproved by the
catholic church

33. DEVIANCE
• The important questions to consider in
determining whether a certain type of
behavior is deviant or not are:
– Which norms are violated?
– Who violated them?
– Are they members of the upper class or of
the lower class?
– How visible is the deviation?
– Who decides whether such acts are deviant
or not?
– Deviance is thus the result of judgment by
members of a society that an individual is
departing, conform to from social norms.

34. Explanations for Deviant Behavior
• Emile Durkheim: people lose their sense of
belongingness and life for them becomes
meaningless, uncertain or fraught with conflict –
ANOMIE - This feeling makes them drift and resort to
other types of behavior.
• Robert Merton: failure to achieve goals, coupled
with unequal access to important environmental
resources, leads to deviance.

35. SOCIAL CONTROL
• The measures taken by society with
behavior that goes astray or violates the
norms.
• The deliberate attempts to change behavior
and to ensure conformity to the norms.
• Sanctions are used to ensure conformity.
– Positive sanctions are rewards meant to
encourage conduct that conforms to the
group's norms.
– Negative sanctions are meant to
discourage deviant behavior.

36. SOCIAL CONTROL
- Informal sanctions are used in the small groups
or in the remote rural areas where one knows
everyone else in the group. These may be in the
form of approval and praising, expressions of bad
opinion and gossip, or even ostracism.
- Formal social control refers to mechanisms that
involve specialized agencies which formulate
rules, codes, and standards of behavior to be
followed or punishments.