Sc2220 Lecture 5 2009
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This document discusses gender socialization and enculturation in children. It presents three models of how children learn gender roles: direct teaching through rewards/punishment; indirect teaching through identification and modeling of same-sex parents; and peer-to-peer socialization. As children age, their social worlds become more segregated by gender, with most interactions by ages 6-10 being with the same sex. Children reinforce this segregation through stereotypes and preferences in activities. Gender socialization involves complex influences from parents, peers, media and general culture.
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The document provides instructions for a final reflection paper assignment in a course on families. It includes guidelines for the paper such as length, required sources and readings. It poses questions for students to address related to defining families, challenges facing families, and future career applications of course content. It also summarizes key concepts from the course readings, including parenting roles, child socialization theories, gender socialization and ethnic socialization processes. Students are instructed to observe family socialization patterns over the weekend.
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This document summarizes three models of gender socialization in children from ages 2 to 10:
1) Direct teaching/rewards and punishment model where adults directly teach gender roles through encouragement or discipline.
2) Indirect teaching/identification and modeling behavior model where children learn by imitating same-sex parents and adults.
3) Peer-to-peer socialization model where children primarily learn gender roles from interacting with same-sex peers.
As children age, their social worlds become more segregated by gender, with most interactions by age 6-10 being with same-sex peers who reinforce gender stereotypes. Multiple complex influences shape socialization, including parents, peers, media and general cultural norms.
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1. The document discusses three models of gender socialization: direct teaching through rewards/punishment; indirect teaching through identification and modeling of same-sex parents; and peer-to-peer socialization.
2. As children age, their interactions become increasingly segregated by gender, with more same-sex interactions compared to cross-sex interactions.
3. Multiple complex influences shape children's socialization, including direct teaching, modeling behavior, peer socialization, and general cultural influences from television and society.
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This document discusses the concepts of secondary socialization, formal curriculum, and hidden curriculum in schools. It explains that the formal curriculum teaches students knowledge and skills through timetabled lessons, while the hidden curriculum sets rules around uniforms, punctuality, and respect for authority. Students are expected to conform to these rules or face consequences. The document prompts analyzing scripts using a two star and wish feedback approach and learning objectives around understanding gender socialization.
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Through socialization, individuals learn the norms, values, and beliefs of their society from agents like family, peers, media, school, and workplace. Socialization ensures cultural continuity between generations and encourages conformity to social norms. It enables people to develop into socially functioning members of society. The family is the primary agent of socialization, teaching children values at an early age. Schools and peer groups also influence socialization as people grow older. While media can promote positive behaviors, excessive television viewing has been linked to increased aggression and stereotyping. Socialization also teaches gender roles, with traditional social norms assigning domestic duties to females and productive roles to males.
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This document discusses gender socialization through the lenses of identity theory and identity control theory. It provides an overview of literature on how families socialize children into gender roles and identities. Specifically, it examines how gender is learned from a young age through cues from families, and how this socialization leads to the development of gendered subcultures and homophily (preference for same-sex interactions). The document argues that identity theory can help explain how gender identities form through this socialization process and are reinforced over the lifespan to maintain the social order.
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Socialization is the lifelong process by which individuals learn the norms, values, and behaviors appropriate for their social position through various types of social learning. There are several types of socialization including primary, secondary, anticipatory, re-socialization, organizational, group, gender, racial, planned, natural, positive, and negative socialization. Erik Erikson's theory of psychosocial development also describes the stages of social and identity development throughout the lifespan.
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This document provides an overview of socialization and the socialization process. It discusses the main agents of socialization, including family, media, peers, religion, sports, and schools. It also covers theories of socialization from different sociological perspectives and how socialization affects individuals across the lifespan from childhood to older adulthood. Resocialization is defined as changing or replacing existing social roles, as may occur in strict organizations like the military or prisons.
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This document outlines a chapter on socialization from the Royal University of Phnom Penh. It discusses the process of socialization and how it occurs from a young age through childhood and into adulthood. Socialization involves learning the customs, attitudes and values of one's culture through both formal and informal education. It examines several theories of socialization, including how children develop a sense of self through interacting with others and imagining how they appear, as well as learning to take on social roles. Socialization is crucial for healthy development and occurs through interactions with family, teachers, and society.
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The document discusses the key agents of socialization which influence a child's development, including family, peer groups, school, media and technology, workplace, and religion and government. It notes that family plays the most important role in teaching children cultural values and customs through socializing them into conventional gender roles. As children age, peer groups take on more influence, and school also socializes children by teaching them to behave appropriately in occupational settings through a process of career choice, anticipatory socialization, conditioning, and commitment to work.
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3. Socialization helps shape gender roles as individuals learn to see themselves and behave as men or women through social expectations and norms related to masculinity and femininity in their culture.
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The document discusses socialization within schools. It defines socialization as learning culturally appropriate behaviors through interactions with others in one's community. Children become competent members of their society this way. The document then questions whether aspects of our social selves may be innate rather than solely learned, and discusses how schools can achieve effective socialization through school culture, relationships, management, teaching, and meeting special needs.
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This document defines socialization as the process of preparing humans to function in social life. It occurs through two main functions - ensuring social order continuity and developing individual personality and identity. Socialization has different stages across the lifespan from infancy to adulthood. It is influenced by both nature and nurture, and occurs through both natural and planned means. The main agents of socialization are family, peers, schools, media and language. Socialization can be narrow and broad as well as positive and negative. It also shapes gender, group/class and cultural identities.
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The document identifies five major agents of socialization in the US: family, peer groups, school, mass media, and resocialization institutions. It states that family is the most important agent and discusses how both deliberate and unintended socialization occurs through families. It also analyzes how school is a major socialization influence due to the amount of time spent there, and describes the role of peer groups, mass media, and resocialization institutions like prisons in shaping social norms and values.
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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.
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Sociological theories view socialization as the process by which individuals learn the norms, values, roles, and customs of their culture. This document discusses key aspects of socialization according to sociological theories:
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- Sociologists identify agencies of socialization as the institutions where people learn culture, like family, education, religion, media, and peers. The influence of these agencies changes throughout life.
- Theories see gender roles as socially learned rather than innate, through the socialization children receive portraying masculinity and femininity in different ways. Socialization
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The document discusses the major agents of socialization which influence people's self-concepts, attitudes, and behaviors. It identifies the key agents as family, schools, peer groups, mass media (TV and internet), religion, and the workplace. For family, it notes that coming from a loving family produces well-adjusted children, and social class shapes parents' expectations. Schools teach academic skills and social values through both the formal curriculum and "hidden curriculum". Peer groups allow children to explore interests outside of adults but also influence them through anticipatory socialization. Mass media, especially television and now the internet, have enormous effects on attitudes and consume much of people's free time. Religion also plays a major role in moral socialization for
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2) Indirect teaching/identification and modeling behavior model where children learn by imitating same-sex parents and adults.
3) Peer-to-peer socialization model where children primarily learn gender roles from interacting with same-sex peers.
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2. As children age, their interactions become increasingly segregated by gender, with more same-sex interactions compared to cross-sex interactions.
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Gender socialization
Gender socialization is the process through which children learn behaviors, attitudes, and norms associated with their gender from various social agents. Parents, teachers, peers, and media all contribute to gender socialization from a young age by modeling different expectations for boys and girls. Parents often engage in different activities with sons and daughters that demonstrate masculinity and femininity. Teachers and schools may unintentionally reinforce gender stereotypes through separating students or disciplining them differently based on gender. Peers also teach children appropriate behavior for their gender through play and interactions. Media conveys gender roles and can strengthen stereotypes about what it means to be a boy or girl.
chapter 8 Emotional and Social Development in Early ChildhoodDur.docx
chapter 8 Emotional and Social Development in Early Childhood
During the preschool years, children make great strides in understanding the thoughts and feelings of others, and they build on these skills as they form first friendships—special relationships marked by attachment and common interests.chapter outline
· Erikson’s Theory: Initiative versus Guilt
· Self-Understanding
· Foundations of Self-Concept
· Emergence of Self-Esteem
· ■ CULTURAL INFLUENCES Cultural Variations in Personal Storytelling: Implications for Early Self-Concept
· Emotional Development
· Understanding Emotion
· Emotional Self-Regulation
· Self-Conscious Emotions
· Empathy and Sympathy
· Peer Relations
· Advances in Peer Sociability
· First Friendships
· Peer Relations and School Readiness
· Parental Influences on Early Peer Relations
· Foundations of Morality
· The Psychoanalytic Perspective
· Social Learning Theory
· The Cognitive-Developmental Perspective
· The Other Side of Morality: Development of Aggression
· ■ CULTURAL INFLUENCES Ethnic Differences in the Consequences of Physical Punishment
· Gender Typing
· Gender-Stereotyped Beliefs and Behaviors
· Biological Influences on Gender Typing
· Environmental Influences on Gender Typing
· Gender Identity
· Reducing Gender Stereotyping in Young Children
· ■ SOCIAL ISSUES: EDUCATION Young Children Learn About Gender Through Mother–Child Conversations
· Child Rearing and Emotional and Social Development
· Styles of Child Rearing
· What Makes Authoritative Child Rearing Effective?
· Cultural Variations
· Child Maltreatment
As the children in Leslie’s classroom moved through the preschool years, their personalities took on clearer definition. By age 3, they voiced firm likes and dislikes as well as new ideas about themselves. “Stop bothering me,” Sammy said to Mark, who had reached for Sammy’s beanbag as Sammy aimed it toward the mouth of a large clown face. “See, I’m great at this game,” Sammy announced with confidence, an attitude that kept him trying, even though he missed most of the throws.
The children’s conversations also revealed early notions about morality. Often they combined adults’ statements about right and wrong with forceful attempts to defend their own desires. “You’re ‘posed to share,” stated Mark, grabbing the beanbag out of Sammy’s hand.
“I was here first! Gimme it back,” demanded Sammy, pushing Mark. The two boys struggled until Leslie intervened, provided an extra set of beanbags, and showed them how they could both play.
As the interaction between Sammy and Mark reveals, preschoolers quickly become complex social beings. Young children argue, grab, and push, but cooperative exchanges are far more frequent. Between ages 2 and 6, first friendships form, in which children converse, act out complementary roles, and learn that their own desires for companionship and toys are best met when they consider others’ needs and interests.
The children’s developing understandin.
Development of gender roles
This document discusses several theories around the development of gender roles in children. According to psychoanalytic theory, psychoanalytical complexes influence gender identity development. Behavioral and social learning theories posit that children learn gender roles through reinforcement and imitation of same-sex peers and adults. Cognitive learning theory suggests children progress through stages of gender identity, stability, and constancy from ages 2 through 5. Gender roles are typically adopted between 15-36 months when children experience gender intensification during adolescence. Observable behaviors that may indicate changes in gender identity include preference for opposite gender activities, dress, and peer groups.
Development of gender roles
This document discusses several theories around the development of gender roles in children. According to psychoanalytic theory, boys and girls develop gender identities through the Oedipus and Electra complexes. Behavioral and social learning theories posit that children learn gender appropriate behaviors through reinforcement. Cognitive learning theory outlines stages of gender identity development from ages 2 to 5+. The document also explores the influences that shape gender roles, how roles may change through adolescence, and observable behaviors that could indicate changes in gender identity.
GENDER SOCIALIZATION
This is the Presentation which was presented in PPT CONTEST on TCP PRESENTO 2020 organized by Thiagarajar College of Preceptors, Madurai.
Educating Girls
1) The document discusses the history of gendered education in America from finishing schools in the 1700s to modern debates around single-sex classrooms. It traces key milestones like the passing of Title IX in 1972 and amendments allowing single-sex classrooms in 2006.
2) While research has found benefits to single-sex environments like increased test scores and confidence for girls, the document argues future efforts must recognize individual needs for both girls and boys rather than a "lowest common denominator."
3) Effectively educating all students requires addressing both challenges like lack of encouragement for girls and role models for boys without fathers, through tailored instruction, validation of effort, and strong community culture in schools.
Chapter 7 family
The document discusses how family influences gender roles. It notes that children begin developing their gender identity between ages 2-3 and learn gender roles through observing their family. Gender roles are defined by the social and cultural norms of society. The family plays a key role in socializing children into gender roles through parental modeling and parent-child interactions. While media historically portrayed the nuclear family as the norm, modern media now shows more diverse family structures. The document examines how various social institutions like politics, work, religion, and media intersect with and influence the family system.
Gender,school and society
This document discusses gender identity and the influence of family and media on gender roles and stereotypes. It defines key terms like sex, gender, and gender identity. It explains how family socializes children into rigid gender roles from a young age through behaviors like differentiating toys and clothes for boys and girls. The media also promotes stereotypes by portraying men as strong and women as gentle. The document concludes that children should have freedom to explore various gender roles without imposed stereotypes.
Lifespan psychology lecture 3.3
This document summarizes key aspects of social and personality development in preschool-aged children. It discusses Erikson's psychosocial stages of autonomy vs shame/doubt and initiative vs guilt. Children develop a sense of self and begin to understand gender, racial, and cultural identities. Friendships and play become increasingly important as children interact more with peers and the world. Parenting styles like authoritarian, authoritative, permissive and uninvolved influence child outcomes.
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Human Right & Gender sensitization by Pratima Nayak
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- 1. SC2220: Gender Studies Gender Socialization and Enculturation Eric C. Thompson National University of Singapore
- 4. Gender Socialization (3 Models) Model 1: Direct Teaching/ Rewards & Punishment Model 2: Indirect Teaching/ Identification & Modeling Behavior Adults set the agenda, provide rewards or punishment Children identify with adults/parents of same sex and imitate their behavior
- 5. Gender Socialization Model 3 (Maccoby): Peer-to-Peer Socialization Children learn gender roles & behavior from each other
- 6. Gender Socialization Up to age 2 Equal Same-Sex, Cross-Sex Interaction 18 Interactions 9 Same Sex 9 Cross Sex
- 7. Gender Socialization Age 3 to 6 Same-Sex 66%, Cross-Sex 33% 18 Interactions 12 Same Sex 6 Cross Sex
- 8. Gender Socialization Age 6 to 10 Same-Sex 75%, Cross-Sex 25%* 18 Interactions 14 Same Sex 4 Cross Sex *These are all rough estimates, based on the research cited in Maccoby, pp.15-29
- 9. From the perspective of an individual (child), we see how children’s worlds become segregated as they grow up. Increasingly, they are learning, playing, growing in “male” and “female” cultures.
- 10. Children’s Worlds become Gender Segregated Age Two Boy’s World Girl’s World
- 11. Children’s Worlds become Gender Segregated Age Four Boy’s World Girl’s World
- 12. Children’s Worlds become Gender Segregated Age Six Boy’s World Girl’s World
- 13. Children’s Worlds become Gender Segregated Age Eight Boy’s World Girl’s World
- 14. Children’s Worlds become Gender Segregated Age Ten Boy’s World Girl’s World
- 15. Children Reinforce Segregation, Stereotypes and Styles of Play between each other Boy’s World Girl’s World Don’t sit with the girls ! Only sissy’s play with dolls. Look at my new Power Rangers ™ toy! Let’s go play football Ewwww… boys are yucky! That dress is so cute, can I borrow it? I’m so glad Barbie ™ finally dumped Ken™! Poor Ken Let’s go play football Boys are so mean! “ Distinctions between males and females are of the group contextual kind. ” Maccoby, p.12 In other words, children grow up in different gendered cultures .
- 16. Socialization Involves Complex, Multiple Influences 3. PEER SOCIALIZATION 1. DIRECT TEACHING 2. MODELING BEHAVIOR TV 4. GENERAL CULTURAL INFLUENCES
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