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Essentials of Sociology: A Down-To-Earth Approach

TWELFTH EDITION

Chapter 3

Socialization

Learning Objectives (1 of 4)

3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human”

3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind

Learning Objectives (2 of 4)

3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human”

3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map

Learning Objectives (3 of 4)

3.5 Explain why the family, the neighborhood, religion, day care, school, peer groups, and the workplace are called agents of socialization

3.6 Explain what total institutions are and how they resocialize people

Learning Objectives (4 of 4)

3.7 Identify major divisions of the life course and discuss the sociological significance of the life course

3.8 Understand why we are not prisoners of socialization

LO 3.1 Society Makes Us Human

Feral Children

Isolated Children

Institutionalized Children

Deprived Animals

LO 3.1—Feral Children (1 of 3)

Raised by Animals

Unable to Speak

Walk on all Fours

LO 3.1—Feral Children (2 of 3)

The relative influence of heredity and the environment in human behavior has fascinated and plagued researchers. Twins intrigue researchers, especially those twins who were separated at birth.

LO 3.1—Feral Children (3 of 3)

One of the reasons I went to Cambodia was to interview a feral child—the boy shown here—who supposedly had been raised by monkeys. When I arrived at the remote location where the boy was living, I was disappointed to find that the story was only partially true. When the boy was about two months old, the Khmer Rouge killed his parents and abandoned him. Months later, villagers shot the female monkey who was carrying the baby. Not quite a feral child—but Mathay is the closest I’ll ever come to one.

LO 3.1—Isolated Children

Language is the Key to Culture

Culture Makes us Human

LO 3.1—Institutionalized Children (1 of 2)

The Skeels/Dye Experiment

“High intelligence” depends on early, close relations

Data confirmed in India’s orphanages

Genie

LO 3.1—Institutionalized Children (2 of 2)

A child in an orphanage in Juba, Sudan. The treatment of this child is likely to affect his ability to reason and to function as an adult.

LO 3.1—Deprived Animals (1 of 2)

Harlows’ Experiments with Rhesus Monkeys

Confirms Data from Isolated Humans

Socialization

LO 3.1—Deprived Animals (2 of 2)

Like humans, monkeys need interaction to thrive. Those raised in isolation are unable to interact with other monkeys. In this photograph, we see one of the monkeys described in the text. Purposefully frightened by the experimenter, the monkey has taken refuge in the soft terrycloth draped over an artificial “mother.”

LO 3.2 Socialization into the Self and Mind

Cooley and the Looking-Glass Self

Mead and Role Taking

Piaget and the Development of Reasoning

Global Aspects of the Self and Reasoning

LO 3.2—Cooley and the Looking-Glass Self

We Imagine How We Appear to Those Around Us

We Interpret Others’ Reactions

We Develop a Self-Concept

LO 3.2—Mead and Role Taking (1 of 2)

Taking the Role of the Other

Imitation, Play, Team Games

Significant Others vs. Generalized Other

“I” and “Me”

LO 3.2—Mead and Role Taking (2 of 2)

Mead analyzed taking the role of the other as an essential part of learning to be a full-fledged member of society. At first, we are able to take the role only of significant others, as this child is doing. Later we develop the capacity to take the role of the generalized other, which is essential not only for cooperation but also for the control of antisocial desires.

Figure 3.1 How We Learn to Take the Role of the Other: Mead’s Three Stages

Source: By the author.

LO 3.2—Piaget and the Development of Reasoning (1 of 3)

Sensorimotor Stage

Preoperational Stage

Concrete Operational Stage

Formal Operational Stage

LO 3.2—Piaget and the Development of Reasoning (2 of 3)

To help his students understand the term generalized other, Mead used baseball as an illustration. Why are team sports and organized games excellent examples to use in explaining this concept?

LO 3.2—Piaget and the Development of Reasoning (3 of 3)

Jean Piaget in his office.

LO 3.2—Global Aspects of the Self and Reasoning

Self May Develop Earlier than Mead Suggests

Stages not as Distinct as Piaget Concluded

Some people seem to get stuck in the concreteness of the third stage

Never reach fourth stage of abstract thinking

LO 3.3 Learning Personality, Morality, and Emotions

Freud and the Development of Personality

Kohlberg and the Development of Morality

Socialization into Emotions

What We Feel

Society Within Us: The Self and Emotions as Social Control

LO 3.3—Freud and the Development of Personality (1 of 2)

Freud and the Development of Personality

Id, Ego, Superego

Sociological Evaluation

LO 3.3—Freud and the Development of Personality (2 of 2)

Shown here is Sigmund Freud in 1931 as he poses for a sculptor in Vienna, Austria. Although Freud was one of the most influential theorists of the twentieth century, most of his ideas have been discarded.

LO 3.3—Kohlberg and the Development of Morality

Kohlberg’s Theory

Criticisms of Kohlberg

Research with Babies

Cultural Relativity of Morality

LO 3.3—Socialization into Emotions (1 of 2)

Global Emotions

Anger, Distrust, Fear, Happiness, Sadness, and Surprise

Expressing Emotions

LO 3.3—Socialization into Emotions (2 of 2)

What emotions are these people expressing? Are these emotions global? Is their way of expressing them universal?

LO 3.3—What We Feel

We need more cross-cultural research to help us understand how our society affects what we feel

LO 3.3—Society Within Us: The Self and Emotions as Social Control

Are We Free?

Expectations of Family and Friends

Social Mirror

LO 3.4 Socialization into Gender

Learning the Gender Map

Gender Messages in the Family

Gender Messages from Peers

Gender Messages in the Mass Media

LO 3.4—Learning the Gender Map

Gender: Attitudes and Behaviors Expected of Us Because We are Male/Female

Gender Map/Gender Socialization

LO 3.4—Gender Messages in the Family (1 of 2)

Parents

Toys and Play

Gay and Lesbian Parents

LO 3.4—Gender Messages in the Family (2 of 2)

It is in the family that we first learn how to do gender, how to match our ideas, attitudes, and behaviors to those expected of us because of our sex. This photo is from Papua New Guinea.

LO 3.4—Gender Messages from Peers (1 of 3)

Peer Groups

Girls reinforce images of appearance and behavior appropriate for females

Boys police one another’s interests and ways of discussing sex and violence

LO 3.4—Gender Messages from Peers (2 of 3)

The gender roles that we learn during childhood become part of our basic orientations to life. Although we refine these roles as we grow older, they remain built around the framework established during childhood.

LO 3.4—Gender Messages from Peers (3 of 3)

Sokol (Zhire) Zmajli, aged 80, changed her name from Zhire to the male name Sokol when she was young. She heads the family household consisting of her nephew, his wife, their sons, and their wives.

LO 3.4—Gender Messages in the Mass Media (1 of 2)

Television, Movies, and Cartoons

Video Games

Advertising

LO 3.4—Gender Messages in the Mass Media (2 of 2)

The mass media not only reflect gender stereotypes but they also play a role in changing them. Sometimes they do both simultaneously. The image of the “new” Lara Croft not only reflect women’s changing role in society, but also, by exaggerating the change, it molds new stereotypes.

LO 3.5 Agents of Socialization

The Family

The Neighborhood

Religion

Day Care

The School

Peer Groups

The Workplace

LO 3.5—The Family (1 of 2)

Social Class and Type of Work

Social Class and Play

LO 3.5—The Family (2 of 2)

This photo captures an extreme form of family socialization. The father seems to be more emotionally involved in the goal—and in more pain—than his daughter, as he pushes her toward the finish line in the Teen Tours of America Kid’s Triathlon.

LO 3.5—The Neighborhood

Children from poor neighborhoods fare worse than children from wealthy neighborhoods

LO 3.5—Religion

Foundation of U.S. Morality

Specific Doctrines, Values, and Morality

LO 3.5—Day Care

Participating in Day Care Resulted in Differing Personalities for Children

LO 3.5—The School (1 of 2)

Manifest Functions

Latent Functions

Hidden Curriculum

Corridor Curriculum

LO 3.5—The School (2 of 2)

Schools are a primary agent of socialization. One of their functions is to teach children the attitudes and skills they are thought to need as adults.

LO 3.5—Peer Groups (1 of 3)

Allow children a source to resistance to parental and school socialization

LO 3.5—Peer Groups (2 of 3)

Richard Rodriguez represents millions of immigrants—not just those of Latino origin but those from other cultures, too—who want to integrate into U.S. culture yet not betray their past. Fearing loss of their roots, they are caught between two cultures, each beckoning, each offering rich rewards.

LO 3.5—Peer Groups (3 of 3)

Gossip and ridicule increase the status insecurity of this time of life.

LO 3.5—The Workplace

Anticipatory Socialization

LO 3.6 Resocialization (1 of 2)

Total Institutions

Degradation Ceremony

LO 3.6 Resocialization (2 of 2)

A recruit with a drill instructor.

LO 3.7 Socialization through the Life Course

Childhood (from birth to about age 12)

Adolescence (ages 13-17)

Transitional Adulthood (ages 18-29)

The Middle Years (ages 30-65)

The Older Years (about age 63 on)

Applying the Sociological Perspective to the Life Course

LO 3.7—Childhood (from birth to about age 12)

Child Labor

Terrorizing Children

Industrialization

LO 3.7—Adolescence (ages 13-17) (1 of 2)

A Social Invention

Initiation Rites

LO 3.7—Adolescence (ages 13-17) (2 of 2)

In many societies, manhood is not bestowed upon males simply because they reach a certain age. Manhood, rather, signifies a standing in the community that must be achieved. Shown here is an initiation ceremony in Indonesia, where boys, to lay claim to the status of manhood, must jump over this barrier.

LO 3.7—Transitional Adulthood (ages 18-29)

Adultolescence

Figure 3.2 Transitional Adulthood: A New Stage in the Life Course Who has completed the transition?

The bars show the percentage who have completed the transition to adulthood, as measured by leaving home, finishing school, getting married, having a child, and being financially independent.

Source: Furstenberg et al. 2004. Year 2010 is the author’s estimate based on Sironi and Furstenberg 2014.

LO 3.7—The Middle Years (ages 30-65)

The Early Middle

The Later Middle

LO 3.7—The Older Years (about age 63 on) (1 of 2)

The Transitional Older Years

The Later Older Years

LO 3.7—The Older Years (about age 63 on) (2 of 2)

This January 1937 photo from Sneedville, Tennessee, shows Eunice Johns, age 9, and her husband, Charlie Johns, age 22. The groom gave his wife a doll as a wedding gift. The new husband and wife planned to build a cabin, and, as Charlie Johns phrased it, “go to housekeepin’.” This couple illustrates the cultural relativity of life stages, which we sometimes mistake as fixed. It also is interesting from a symbolic interactionist perspective— that of changing definitions. The marriage lasted. The couple had 7 children, 5 boys and 2 girls. Charlie died in 1997 at age 83, and Eunice in 2006 at age 78. The two were buried in the Johns Family Cemetery.

LO 3.7—Applying the Sociological Perspective to the Life Course

Social Location

LO 3.8 Are We Prisoners of Socialization?

We are NOT Robots

We are Individuals