The document discusses several theories of personality and socialization. It describes socialization as the process through which individuals learn the norms, values, and behaviors appropriate for their culture and society. Key agents of socialization include family, school, peer groups, media, and government. The document also summarizes Freud's psychosexual stages of development, Piaget's stages of cognitive development, Erikson's psychosocial stages, Mead's theory of the self emerging through social interaction, and Cooley's looking glass self theory.

1. SOCIALIZATION

2. SOCIALIZATION
- The cultural process of learning to participate in
group life.
- Lifelong process of human interaction by which
human potential develops through the social
learning of culture.
- The social process through which we develop our
personalities and human potential and learn
about our society and culture

3. AGENTS OF SOCIALIZATION
1. Family
a. Religion
2. School
3. Peer Group
4. Government
5. Mass Media
They are the significant people, groups and institutions that
shape our sense of self and social identity help us realize our
human capacities, and teach us to negotiate that world in which
we live.

4. Types of
Socialization
1. Primary socialization
-your first experiences with language, values, beliefs,
behaviors, and norms of your society.
a. Gender socialization
learning the psychological and social traits
associated with a person’s sex.
b. Race socialization
the process through which children learn the
behaviors, values, and attitudes associated with racial groups.
c. Class socialization
teaches the norms, values, traits, and behaviors a
person develop on the social class a person belongs.
These three forms of socialization belongs to
ANTICIPATORY SOCIALIZATION or the social process where
people learn to take on the values and standards of groups
that they plan to join.

5. 2. Secondary
Socialization
- the process through which
children become socialized outside the
home, within society at large.
- This often starts in school.
a. Peer Groups
-social groups whose members
have interests, social position, and
usually age in common.
QUESTION:
HOW POWERFUL PEER GROUPS ARE IN
THE PROCESS OF SOCIALIZATION?

6. James Coleman
(American
Sociologist)
Coleman conducted a study in the 1950s to
determine how social interactions affect teenage
education. The study arrived at the following social
categories:
1. Nerds
2. Jocks
3. Leading crowds (popular kids)
4. Burnouts
These classifications lead to: Social Prescriptions,
or the behaviors that were expected of people in those
groups.
The study suggested that WHO YOU HANG OUT
WITH AFFECTS HOW WELL YOU DO IN SCHOOL. This
implies that peer groups help mold what traits we end up
with.

7. Resocialization
The process of developing a new set of
norms, values, or beliefs by breaking down your
existing identity and then using rewards and
punishments to build up a whole new you.
Total Institution (coined by Erving Goffman)
-refers to places like military prisons,
boarding schools, or psychiatric institutions that
control all aspects of their residents’ lives.
THE YOU THAT YOU ARE, HAS BEEN POWERFULLY
SHAPED BY PEOPLE AND INSTITUTIONS.

8. Personality

9. Personality
•In sociology, personality is defined as the
totality of a person. All the attributes of
the person that help shape his
personality.
•A person’s fairly consistent pattern of
acting, thinking, and feeling (Macionis,
2007).
•It is acquired through the process of
socialization.

10. Nature vs.
Nurture
•Is human behavior determined by the
environment, either prenatal or during
a person’s life, or by a person’s genes?
•Nature: genetic inheritance and
other biological factors
•Nurture: generally taken as the
influence of external factors after
conception (the product of exposure,
experience, and learning of an
individual).

11. The Three Identical Strangers

12. The Study
• At the direction of psychiatrists Peter B. Neubauer and
Viola W. Bernard, under the auspices of the Jewish Board
of Guardians and the prestigious Louise Wise adoption
agency, the three infants were intentionally placed with
families having different parenting styles and economic
levels – one blue-collar, one middle-class, and one
affluent – who had each adopted a baby girl through the
same agency two years earlier. The brothers were raised
by their adoptive families as David Kellman, Eddy
Galland, and Bobby Shafran, respectively. hey discovered
one another through a coincidental college connection in
1980 and became very close, but all three struggled with
mental health issues for years, which ultimately led to
Galland's suicide in 1995.

13. Theories of
Personality
The Tripartite Psyche (Sigmund Freud)
According to Freud, our personality develops
from the interactions among what he proposed as the
three fundamental structures of the human mind:
a. Id- the most primitive of the three structures, is
concerned with instant gratification of basic
physical needs and urges. It operates entirely
unconsciously (outside of conscious thought).
b. Superego- concerned with social rules and
morals—similar to what many people call their ”
conscience ” or their “moral compass.” It develops
as a child learns what their culture considers right
and wrong.
c. Ego- the rational, pragmatic part of our
personality. It is less primitive than the id and is
partly conscious and partly unconscious. It is
considered as the Self.

14. The Iceberg
Theory

15. The Freud
Psychosexual
Stages of
Development
• Oral Stage (0 – 1 year old): A child derives
pleasure from oral activities, such as sucking
and tasting. Successful fulfillment of the child’s
feeding needs and proper weaning may result in
the establishment of trust. Too much or too
little gratification can bring about an oral
fixation for the adult individual.
• Anal Stage (2 – 3 years old): The main source of
gratification at this stage is the ability to control
bladder movement and the elimination or
retention of feces. A positive and appropriate
experience revolving around potty training can
encourage competence, creativity and
productivity in individuals. Contrarily, anal
fixations can translate into obsession with
perfection, extreme cleanliness, and control or
the opposite which is messiness and
disorganization in adulthood.

16. The Freud
Psychosexual
Stages of
Development
• Phallic Stage (3 – 6 years old): the focus of pleasure is the
genitals. Boys start to perceive their father as rivals for
their mother’s affections, while girls feel similarly towards
their mother. Fear of punishment can lead to repression of
feelings felt toward the opposite sex parent. Fixation at this
stage may bring about sexual deviancy or weak sexual
identity.
• Latency Period (6 years to puberty): At this stage, sexual
urges are usually repressed and the individual spends most
of his/her time interacting with same sex peers, engaging
in hobbies and acquiring skills.
• Genital Stage (Puberty onward): The focus at this Freud
psychosexual stage is on the sexual urges that are
reawakened and are directed toward opposite sex peers,
with genitals as the primary source of pleasure. Individuals
who completed the earlier stages successfully become
well-adjusted, caring and secure individuals.

18. Jean Piaget’s
Theory of
cognitive
development
• The Sensorimotor Stage
• Ages: Birth to 2 Years
Major Characteristics and Developmental Changes:
• The infant knows the world through their
movements and sensations
• Children learn about the world through basic
actions such as sucking, grasping, looking, and
listening
• Infants learn that things continue to exist even
though they cannot be seen (object permanence)
• They are separate beings from the people and
objects around them
• They realize that their actions can cause things to
happen in the world around them

19. Jean Piaget’s
Theory of
cognitive
development
• The Preoperational Stage
• Ages: 2 to 7 Years
Major Characteristics and Developmental
Changes:
• Children begin to think symbolically and
learn to use words and pictures to represent
objects.
• Children at this stage tend to be egocentric
and struggle to see things from the
perspective of others.
• While they are getting better with language
and thinking, they still tend to think about
things in very concrete terms.

20. Jean Piaget’s
Theory of
Cognitive
Development
• The Concrete Operational Stage
• Ages: 7 to 11 Years
• Major Characteristics and Developmental
Changes
• During this stage, children begin to thinking
logically about concrete events
• They begin to understand the concept of
conservation; that the amount of liquid in a
short, wide cup is equal to that in a tall, skinny
glass, for example
• Their thinking becomes more logical and
organized, but still very concrete
• Children begin using inductive logic, or
reasoning from specific information to a general
principle

21. Jean Piaget’s
Theory of
Cognitive
Development
• The Formal Operational Stage
• Ages: 12 and Up
Major Characteristics and Developmental Changes:
• At this stage, the adolescent or young adult begins
to think abstractly and reason about hypothetical
problems
• Abstract thought emerges
• Teens begin to think more about moral,
philosophical, ethical, social, and political issues that
require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a
general principle to specific information

22. Erik Erikson's Stages of Psychosocial
Development

23. • Trust vs. Mistrust: From birth to 12 months of age, infants must learn that adults can
be trusted.
• Autonomy vs. Shame/Doubt :As toddlers (ages 1–3 years) begin to explore their
world, they learn that they can control their actions and act on their environment to
get results.
• Initiative vs. Guilt: Once children reach the preschool stage (ages 3–6 years), they
are capable of initiating activities and asserting control over their world through
social interactions and play.
• Industry vs. Inferiority: During the elementary school stage (ages 6–12), children
face the task of industry vs. inferiority. Children begin to compare themselves with
their peers to see how they measure up.
• Identity vs. Role Confusion: In adolescence (ages 12–18), children face the task
of identity vs. role confusion. According to Erikson, an adolescent’s main task is
developing a sense of self. Adolescents struggle with questions such as “Who am I?”
and “What do I want to do with my life?” Along the way, most adolescents try on
many different selves to see which ones fit; they explore various roles and
ideas, set goals, and attempt to discover their “adult” selves.

24. • Intimacy vs. Isolation: People in early adulthood (20s through early 40s) are
concerned with intimacy vs. isolation. After we have developed a sense of self in
adolescence, we are ready to share our life with others. However, if other stages
have not been successfully resolved, young adults may have trouble developing
and maintaining successful relationships with others.
• Generativity vs. Stagnation: When people reach their 40s, they enter the time
known as middle adulthood, which extends to the mid-60s. During this stage,
middle-aged adults begin contributing to the next generation, often through
childbirth and caring for others; Those who do not master this task may
experience stagnation and feel as though they are not leaving a mark on the
world in a meaningful way.
• Integrity vs. Despair: From the mid-60s to the end of life, we are in the period
of development known as late adulthood. Erikson’s task at this stage is
called integrity vs. despair. He said that people in late adulthood reflect on their
lives and feel either a sense of satisfaction or a sense of failure.

25. George
Herbert
Mead's
Theory of the
Self
• According to Mead, the self, the part of
one's personality composed of self-
awareness and self-image, emerges through
social interaction.
Several Assumptions:
1. that the self develops only through social
interaction;
2. that social interaction involves the
exchange of symbols;
3. that understanding symbols involves being
able to take the role of another.

26. The Case of
Genie Wiley
•Genie was a girl who was left
alone in a room until she was
13. When she was found at 13,
she couldn't really speak or
walk. She had no development
of the self. Even though her
body had aged biologically, her
‘self’ had not developed,
because this is something that
emerges through social
interaction.

27. C.H.
COOLEY’S
LOOKING
GLASS SELF
• Cooley argued that the self is a product of
our social interactions with other people that
involves three steps:
1. The imagination of our appearance to other
people and associated feelings;
2. Imagining that others are evaluating our
behavior;
3. We develop feelings and react to the
imaginary evaluations of ourselves as
objects.

28. Example:
• If you're talking to a group of people and you state
something and everyone laughs at you, even calling you
stupid, you might begin to see yourself as stupid. You adopt
the looking glass, the mirror image of yourself that is being
reflected back to you by others. Vice versa, if you say
something intelligent, and this is the image reflected back to
you, you might begin to see yourself as intelligent.