Resocialization
- The process of unlearning of old ways and learning of new ways upon moving into a significantly different social environment- degradation ceremonies, 2-step process (old norms chopped, new behaviors/norms/values added (AA meetings, cults)
Social environment
contact with others
feral/wild children
cannot speak, they bite, scratch, growl, walk on all fours, not raised in human society, essentially fostered by animals in the wild
Isolated Children
Humans have no natural language, language is the key to human development, without language people have no mechanism for developing thought and communicating their experiences, w/o language- internal silence, there could be no culture, no shared way of li
Institutionalized Children
Children reared in orphanages tend to have lower IQs, perhaps there was an absence in stimulating social interaction
Basic human traits of intelligence and the ability to establish close bonds depends on early interaction with other humans
socialization
the process by which we learn the ways of society or of particular groups
Self
your image of who you are
Charles Horton Cooley
symbolic interactionist who taught at the University of Michigan, concluded that the self is part of how society makes us human
Our sense of self develops from interaction with others
We imagine how we appear to those around us
Looking Glass Self 1 (we may think that others perceive us as witty or dull)
We interpret others' reactions
Looking Glass Self 2 (we come to conclusions about how others evaluate us, do they like us for being witty or dull?)
We develop a self-concept
Looking Glass Self 3 (how we interpret other's reactions to us frames our feelings and ideas about ourselves)
Social Mirror
a favorable reflection leads to a positive self-concept, a negative reflection leads to a negative self-concept
George Herbert Mead
symbolic interactionist- University of Chicago- points out the importance of play is as we develop a self
Role Taking
through playing with others, we learn to take the role of the other- we learnt to put ourselves in one another's shoes to understand how others think and feel and to anticipate how they will act
At first we could only take the role of significant others-
Generalized other
our perception of how people in general think of us
o Allows us to modify our behavior by anticipating how others will react
Imitation
under age of 3 we can only mimic others, we do not have a sense of self separate from others, can only imitate gestures and words
Play
ages 3-6, we pretend to take the roles of specific people (firefighter, a wrestler, etc.), like costumes
Team Games
organized play, team games, begins when we enter school, must be able to take multiple roles
Two parts of the self
I" (the self as subject, the active, spontaneous, creative part of the self) and the "me" (the self as object, made up of attitudes we internalize form our interactions with others), we are not passive in the socialization process, identifies reactions o
Jean Piaget
� The development of the mind, how we learn to reason, Swiss psychologist
Sensorimotor stage
(from birth until age 2)- understanding is limited to direct contact- not able to "think"- do not even know own bodies
Preoperational Stage
(from 2-7)- develop the ability to use symbol, do not understand size, speed, causation
Concrete operational stage
7-12)- reasoning abilities more developed, remain concrete, understand numbers, size, causation, speed, play team games, unable to talk about concepts such as truth, honesty, or justice
formal operational stage
(after 12)- capable of abstract thinking, talk about concepts, come to conclusions, young philosophers
psychoanalysis
technique for treating emotional problems through long-term exploration of the subconscious mind
ID
each child is born with one, term for inborn drives that cause us to seek self-gratification, cries of hunger or pain, pleasure-seeking id: demands immediate fulfillment of basic needs (food, attention, sex,)
Ego
balancing force between id and demands of society that suppress it
Superego
conscience, represents culture within us, morals, provokes feelings of guilt
Paul Ekman
psychologist, everyone experiences six basic emotions: anger, disgust, fear, happiness, sadness, and surprise- same facial expressions with these emotions
Gender
the attitudes and behaviors that are expected of us because we are male or female (gender socialization), guidelines for appropriate behaviors for our sex
Peer Group
individuals of roughly the same age who are linked by common interests, friends, classmates, kids in neighborhood
Mass Media
forms of communication that are directed to large audiences
social inequality
giving privileges and obligations to one group of people while denying them to another
agents of socialization
individuals and groups that influence our orientations to life- our self-concept, emotions, attitudes, and behavior (family, friends, social class, neighborhood, religion)
Anticipatory socialization
learning to play a role before entering it, mental rehearsal for future activity, gradually identify with the role after studying up on it, become aware of what would be expected of us, more you participate in work, more work becomes part of your self-con
total institution
a place in which people are cut off from the rest of society and where they come under almost total control of the officials who are in charge (boot camps, prisons, military schools, etc.)
Erving Goffman
studied total instituions
Degradation Ceremony (Garfinkel 1956)
an attempt to remake the self by stripping away the individual's current identity and stamping a new one in its place (photographs, shaving head, finger prints, may be in public, humiliating)
personal identity kit
items such as jewelry, hairstyles, clothing, and other body decorations used to express individuality
Life course
stages from birth to death
1. As you pass through a stage, it affects your behavior and orientations
2. Your life course differs by social location, your class, race, ethnicity, and gender map out our distinctive worlds of experience (historical settings)
Childhood
birth-12, industrialization changed ways in which we perceive children, started going to school and postpone taking adult roles
Adolescence
13-17, social invention, initiation rites, inner turmoil
social invention
not a natural age division, invented during the Industrial Revolution, first time in history teens were not needed for labor force, education became more important for achieving success
initiation rites
To mark the passage of child to adult, tribal societies hold ceremonies, which grounds their self-identities
Transitional adulthood
adultolescence, after high school millions of young adults postpone adult responsibilities by going to college, people are neither psychological adolescents nor sociological adults
Middle Years
30-65, health issues, unsure about future goals, sandwich generation, people live longer because of modern medicine, reorientation of thinking- how many years left do i have to live?
Resocialization
- The process of unlearning of old ways and learning of new ways upon moving into a significantly different social environment- degradation ceremonies, 2-step process (old norms chopped, new behaviors/norms/values added (AA meetings, cults)
Social environment
contact with others
feral/wild children
cannot speak, they bite, scratch, growl, walk on all fours, not raised in human society, essentially fostered by animals in the wild
Isolated Children
Humans have no natural language, language is the key to human development, without language people have no mechanism for developing thought and communicating their experiences, w/o language- internal silence, there could be no culture, no shared way of li
Institutionalized Children
Children reared in orphanages tend to have lower IQs, perhaps there was an absence in stimulating social interaction
Basic human traits of intelligence and the ability to establish close bonds depends on early interaction with other humans
socialization
the process by which we learn the ways of society or of particular groups
Self
your image of who you are
Charles Horton Cooley
symbolic interactionist who taught at the University of Michigan, concluded that the self is part of how society makes us human
Our sense of self develops from interaction with others
We imagine how we appear to those around us
Looking Glass Self 1 (we may think that others perceive us as witty or dull)
We interpret others' reactions
Looking Glass Self 2 (we come to conclusions about how others evaluate us, do they like us for being witty or dull?)
We develop a self-concept
Looking Glass Self 3 (how we interpret other's reactions to us frames our feelings and ideas about ourselves)
Social Mirror
a favorable reflection leads to a positive self-concept, a negative reflection leads to a negative self-concept
George Herbert Mead
symbolic interactionist- University of Chicago- points out the importance of play is as we develop a self
Role Taking
through playing with others, we learn to take the role of the other- we learnt to put ourselves in one another's shoes to understand how others think and feel and to anticipate how they will act
At first we could only take the role of significant others-
Generalized other
our perception of how people in general think of us
o Allows us to modify our behavior by anticipating how others will react
Imitation
under age of 3 we can only mimic others, we do not have a sense of self separate from others, can only imitate gestures and words
Play
ages 3-6, we pretend to take the roles of specific people (firefighter, a wrestler, etc.), like costumes
Team Games
organized play, team games, begins when we enter school, must be able to take multiple roles
Two parts of the self
I" (the self as subject, the active, spontaneous, creative part of the self) and the "me" (the self as object, made up of attitudes we internalize form our interactions with others), we are not passive in the socialization process, identifies reactions o
Jean Piaget
� The development of the mind, how we learn to reason, Swiss psychologist
Sensorimotor stage
(from birth until age 2)- understanding is limited to direct contact- not able to "think"- do not even know own bodies
Preoperational Stage
(from 2-7)- develop the ability to use symbol, do not understand size, speed, causation
Concrete operational stage
7-12)- reasoning abilities more developed, remain concrete, understand numbers, size, causation, speed, play team games, unable to talk about concepts such as truth, honesty, or justice
formal operational stage
(after 12)- capable of abstract thinking, talk about concepts, come to conclusions, young philosophers
psychoanalysis
technique for treating emotional problems through long-term exploration of the subconscious mind
ID
each child is born with one, term for inborn drives that cause us to seek self-gratification, cries of hunger or pain, pleasure-seeking id: demands immediate fulfillment of basic needs (food, attention, sex,)
Ego
balancing force between id and demands of society that suppress it
Superego
conscience, represents culture within us, morals, provokes feelings of guilt
Paul Ekman
psychologist, everyone experiences six basic emotions: anger, disgust, fear, happiness, sadness, and surprise- same facial expressions with these emotions
Gender
the attitudes and behaviors that are expected of us because we are male or female (gender socialization), guidelines for appropriate behaviors for our sex
Peer Group
individuals of roughly the same age who are linked by common interests, friends, classmates, kids in neighborhood
Mass Media
forms of communication that are directed to large audiences
social inequality
giving privileges and obligations to one group of people while denying them to another
agents of socialization
individuals and groups that influence our orientations to life- our self-concept, emotions, attitudes, and behavior (family, friends, social class, neighborhood, religion)
Anticipatory socialization
learning to play a role before entering it, mental rehearsal for future activity, gradually identify with the role after studying up on it, become aware of what would be expected of us, more you participate in work, more work becomes part of your self-con
total institution
a place in which people are cut off from the rest of society and where they come under almost total control of the officials who are in charge (boot camps, prisons, military schools, etc.)
Erving Goffman
studied total instituions
Degradation Ceremony (Garfinkel 1956)
an attempt to remake the self by stripping away the individual's current identity and stamping a new one in its place (photographs, shaving head, finger prints, may be in public, humiliating)
personal identity kit
items such as jewelry, hairstyles, clothing, and other body decorations used to express individuality
Life course
stages from birth to death
1. As you pass through a stage, it affects your behavior and orientations
2. Your life course differs by social location, your class, race, ethnicity, and gender map out our distinctive worlds of experience (historical settings)
Childhood
birth-12, industrialization changed ways in which we perceive children, started going to school and postpone taking adult roles
Adolescence
13-17, social invention, initiation rites, inner turmoil
social invention
not a natural age division, invented during the Industrial Revolution, first time in history teens were not needed for labor force, education became more important for achieving success
initiation rites
To mark the passage of child to adult, tribal societies hold ceremonies, which grounds their self-identities
Transitional adulthood
adultolescence, after high school millions of young adults postpone adult responsibilities by going to college, people are neither psychological adolescents nor sociological adults
Middle Years
30-65, health issues, unsure about future goals, sandwich generation, people live longer because of modern medicine, reorientation of thinking- how many years left do i have to live?