SOCIALIZATION

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SOCIALIZATION

• Prof. Fernando R. Pedrosa, Ph.D.
• Professor-in-charge, Socio-Anthro.

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SOCIALIZATION

• The long and complicated process of social
  interaction through which the child learns the
  intellectual, physical, and social skills needed
  to function as a member of society.

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• A process of mutual influence between a person
  and his/her fellowmen.
• A process that results in an adaptation to, the
  patterns of social behavior. (Fichter)

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Personality

• Product of socialization
• Ety. per (through) sonare
• (sound/speak)
• Real the sum total of the physical,
• mental, emotional, and social
• characteristics of an individual.
• A well-rounded person has a rich personality
  and has varied interests and purposes.

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• Personality as a product of socialization, arises
  from the result of the interplay of various
  variables, e.g. heredity, environment
  geographical, social, economic, and cultural.
• The interplay of these factors immensely shapes
  the development of an individuals personality.

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• Factors of Personality Development
• 1. Heredity (nature) a childs physical
  build
• and its facial appearance are complex
  
• creations of fused genes.
• 2. Environment (nurture) constitutes the
• aggregate of surrounding things and
• conditions, and greatly affects
  personality
• as a result of a long gradual
  process.

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• - The self is achieved through a long, slow
  process of growth and involves the breaking of
  undesirable habits and formation of desirable
  ones.
• - The environment provides formative influences
  in the shaping of the foundation of personality
  that is the result of the wonders of the genes.

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• - The environment, as a determining factor in
  personality formation, includes geographic,
  cultural, and social aspects.

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• - Geographic environment is characterized by
  the location, climate, topography and natural
  resources.
• -Cultural environment includes the mode of
  living, the norms of behavior, the folkways,
  mores, laws, and customs, values and ideas and
  other established patterned ways of the social
  group.

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• - Social environment is characterized by the
  various groups of people interacting with one
  another in a social situation.
• A child normally joins various groups and
  each group improves certain norms and sets of
  expectations on every member that influence
  personality formation. For every action perceived
  by the child from another, he/she gives meaning
  and interprets it according to his/her own
  experiences.

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• The nature of the childs interpersonal
  experiences in relation to the structure and
  background of his family will also influence the
  shaping of his/her personality. For ex. an only
  child who comes from a rich family will have
  different experiences from one who comes from a
  poor and big family.

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• The different social processes, e.g.,
  cooperation, competition, conflict, and
  differentiation and other social experiences in
  the social environment will certainly exert a
  tremendous influence upon the individual.

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• Personality/Social Self relates appropriately to
  the poem CHILDREN LEARN WHAT THEY LIVE
• If a child lives with criticism, he learns
  to condemn
• If a child lives with hostility, he learns to
  fight
• If a child lives with ridicule, he learns to be
  shy
• If a child lives with shame, he learns to feel
  guilty
• If a child lives with tolerance, he learns to be
  patient
• If a child lives with encouragement, he learns
  confidence
• If a child lives with praise, he learns to
  appreciate
• If a child lives with fairness, he learns
  justice
• If a child lives with security, he learns to
  have faith
• If a child lives with approval, he learns to
  like himself
• If a child lives with acceptance and
  friendship, he learns to find love in the world.

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• Socialization is described from points
• 1. Objective socialization
• - refers to the society acting upon the
• child.
• 2. Subjective socialization
• - process by which society transmits its
• culture from one generation to the
  next,
• and adapts the individual to the
  accepted
• and approved ways of organized social
  life.

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Importance of Socialization

• It is vital to
• 1. Culture
• 2. Personality
• 3. Sex role differentiation

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• Vital to culture it is through this process of
  socialization that every society transmits its
  culture to succeeding generations.
• - through this continuing process, each
  generation acquires the elements of its societys
  culture its knowledge, symbols, values, norms,
  beliefs, and others.

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• - Socialization is the vital link to cultures.
• - If this process of cultural transmission is
  disrupted, a culture disintegrates or even
• dies.

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• Vital to personality
• - The process of socialization also plays a
  very vital role in personality formation and
  development.
• - The training of every child received through
  the process of socialization greatly affects his
  personality. Human infants develop social
  attachments when they learn to feel others and
  see that others care for them.

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• Vital to sex role differentiation
• - Socialization provides every individual the
  expected role he/she is to play in the society
  according to their sexes.
• - In the early years, it was believed that
  differences in behavior between boys and girls,
  men and women, were inborn and natural.
• - Biological factors determine the abilities,
  interests, and traits of the sexes.

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Some of the numerous sub-processes of social
learning

• Imitation
• - the human action by which one tends to
• duplicate more or less, or exactly, the
• behavior of others.
• Suggestion
• - is found in the works and actions of those
  who
• are attempting to change the behavior of the
  
• learner.

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• Competition
• - a stimulative process in which two or
• more individuals vie with one another in
• achieving knowledge.

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• Components of Socialization
• 1. Goals/Motivations
• - the state of affairs one wishes to
• achieve.
• 2. Contexts
• - where a social interaction takes place
• makes a difference.(place, environment,
• activities surrounding the interaction)

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• 3. Norms
• - refer to the rules that regulate the
• process of social interaction.
• - it is patterned quite predictable.

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Types of social interaction

• Focused
• - when two or more individuals agree
  (explicitly or implicitly) to sustain an
  interaction with one or more particular goals in
  mind.
• Unfocused
• - this happen simply because two or more
  persons happen to be in each others presence.
• (impressions of individuals for another)

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• Four basic types of focused interaction
• 1. Exchange
• 2. Cooperation
• 3. Conflict
• 4. Competition

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• Exchange
• - when people do something for another with
  the expressed purpose of receiving a reward or
  return.

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• Cooperation
• - people act together to promote common
  interests or achieve shared goals.

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• Types of cooperation
• Spontaneous - instantaneous
• Traditional cultural (customary practice)
• Directed planned/organized
• Contractual obligatory due to contract

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• Conflict
• - people struggle with one another for
• some commonly prized object or value.

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• Coercion
• - a kind of conflict that can occur when one
  of the parties in a conflict is much stronger
  than the other.

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• Competition
• - individuals or groups confine their
• conflict within agreed upon rules.

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Dynamics of Socialization

• Functionalism (Functional Approach)
• - We gain the image of people adapting to the
  attitudes of others, conforming to the role
  expectations, and internalizing the norms and
  values of the community.
• - We develop our social self that reflects
  the society in which we live.
• - People are passive beings who are programmed
  in the ways of their society.

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• Symbolic Interaction
• - People employ symbols to convey meanings to
  one another.
• - They define situations, negotiate
  interaction and order, and construct reality.
• - We not only attribute meanings to other
  people and the world about us, but we also
  attribute meanings to ourselves.

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• - Looking-glass-self
• We mentally assume the stance of other
  people and look at ourselves as we believe these
  others see us.
• We acquire our sense of self by seeing
  ourselves reflected in the behavior of others and
  their attitudes toward us, and by imagining
  others think about us.

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• According to Cooley, the looking-glass-self
  involves three processes
• 1. presentation
• 2. identification
• 3. subjective interpretation
• We start the way we appear to others, then we
  identify with how we imagine others judge that
  appearance, and we finally interpret those
  judgments for our self-image.

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• Conflict Theory and Socialization
• - This takes note of how social customs and
  institutions are arranged to perpetuate class
  distinctions.
• - This theory argues that child rearing
  practices vary by social class and affect the
  life chances of those being socialized.
• - Children are treated differently form
  different social classes, thereby perpetuating
  the domination of one social class over another
  in a subtle and powerful way.

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• - For Karl Marx, capitalist society is torn by a
  fundamental conflict of interest between
  capitalists and workers.
• - He contends that institutions such as the
  educational system and other forms of
  communication are employed by the capitalist
  class to foster a false consciousness among the
  masses.

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• Social and Biological Conflict
• - According to Sigmund Freud, conflict is not
  so much among classes but between society and the
  primal biological drives of sex and aggression.
• - He believed that every society has to
  repress and channel the primitive drives of
  people, otherwise civilization will be
  destroyed.

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• Freud formulated a comprehensive theory of
  socialization and personality and explained its
  development.
• His theory states that socialization, as a
  process, is characterized by the internal
  struggle between the biological components and
  social-cultural environment of the individual.

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• Freud stressed that personality consisted of
  three major systems
• 1. Id biological component of the self
• which is the source of a number of
• drives and urges.
• - it is unconscious, illogical and
• unintegrated.

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• 2. Ego the component of the self that
• represents reason and sanity.
• - mediates between the needs of the
  individual and the world of reality and strives
  to delay tensions by way of waiting for a
  suitable environment to exist.
• 3. Superego the carrier of the ideals,
• customs, traditions, and mores of
• society.

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Stages of Development

• Oral stage (from birth to one year)
• - Eating is the major source of satisfaction.
  Frustration and over-indulgence at this stage may
  lead to over-eating or alcoholism during
  adulthood.

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• Anal stage (one-three years)
• - toilet training at this stage constitutes an
  influencing factor in personality development.

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• Phallic stage (three-six years)
• - the greatest source of pleasure of the child
  comes from the sex organs.

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• Latency stage (six years-adolescence)
• - in this stage, children turn their attention
  to people outside their families e.g. friends,
  teachers, and neighbors.

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• Genital stage (adolescence and beyond)
• - the sexual impulses become active again and
  the individual focuses on the opposite sex, looks
  around for a future partner, and prepares for
  marriage and adult responsibilities.

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Stages of Socialization

• Several authorities have been noted in their
  contributions as far as social development is
  concerned. Some of them are the following
• Erik Erikson
• Sigmund Freud
• Jean Piaget
• George H. Mead
• Lawrence Kohlberg

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• Erik Erikson (Psychological development)
• -His major concern is twith the feelings people
  toward themselves and the world around them.
• -In his book Childhood and Society, he
  described eight stages of human development which
  he referred to as crises periods when one
  confronts major issues of life.

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• - Growth and successful resolution at each stage
  depend on the growth and degree of resolution at
  each stage.
• - The eight periods are the following
• 1) Infancy trust vs. mistrust
• 2) Early childhood autonomy vs. shame
• and doubt
• 3) Play stage initiative vs. guilt
• 4) School age industry vs. inferiority

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• 5) Adolescence identity vs. role confusion
• 6) Young adulthood intimacy vs. isolation
• 7) Middle adulthood generativity vs.
• stagnation
• 8) Old age integrity vs. despair.

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• 2. Sigmund Freud (Austrian MD.)
• - noted for his theory of psychoanalysis
• - concluded that what happens to people
• during childhood affects them later as
• adults.
• - according to him, if problems during
• early stages (oral and anal) are not
• satisfactorily resolved, a person could
• become arrested (fixed) at that stage.

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• 3. Jean Piaget
• - focused on thinking or cognitive
• development stages
• - according to him, through interaction
• with their environment, children acquire
• new ways of thinking and new schemes

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• - all children move through stages of
• cognitive development that involve
• increasingly greater complexity of
• thought and shift from egocentric
• perspective to perspective which take
• others into account.

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• - he was one of the first to recognize that
• cognitive development the process of
• learning to talk, to think, and to reason -
• is a social as well as psychological
• phenomenon
• - he outlined the process and stages into
• the following
• 1. sensorimotor
• 2. language acquisition
• 3. concrete operations
• 4. abstract thinking

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• 4. George H. Mead
• - founder of symbolic interaction
• perspective in sociology
• - argues that early in life children appear
• to be unable to understand anyone else
• perspective except their own
• - after acquiring some mastery of
• language, they learn their names and
• some of the expectations other people
• have about how they should behave.

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• - further, he said that children recognize
• that they are distinct from other people,
• and it is generally easy to recognize
• that they have difficulty distinguishing
• their own perspectives.
• - points out the stages (play and game)
• involved in being able to maintain a
• personal perspective and at the same
• time to take others perspectives into
• account.

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• - children go through a play stage during
• which they act as if they were other
• people
• - play therefore, is a stage of social
• development when a child can imitate
• or play at being another person
• - hence, it is that stage when they are
• able to understand multiple
• perspectives.

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• 5. Lawrence Kohlberg
• - noted for his theory of moral
• development
• - formulated six stages of moral
• development

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• Stages
• A child first judges the morality of an act by
  its physical consequences if doing something
  leads to punishment, then it should not be done.
• The child begins to realize that conforming to
  rules can bring rewards, not just the avoidance
  of punishment.

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• 3. The child progresses to a level known as good
  child morality when they judge the morality of
  an act according to how much it conforms to the
  standards of other individuals, thereby gaining
  their approval and good will ideas about right
  and wrong behavior develop.

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• 4. The stage that emphasizes law and order,
  strict compliance and conformity to the social
  order is accepted as right and any deviation as
  wrong emphasis is on ones doing his/her duty.
• 5. The person recognizes that while it is
  important to adhere to social rules, it is also
  possible to change those rules if such a change
  would benefit greater number of people.

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• - here, morality is seen as rooted in basic
• human rights such as life and liberty.
• 5. A person internalizes ideals of justice,
  compassion, and equality and conforms both to
  these ideals and to social standards.