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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. 19 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 of 2) A Social Invention Initiation Rites LO 3.7—Adolescence (ages 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. 60 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 1 ITS 833: INFORMATION GOVERNANCE Chapter 7 Information Governance Key Impact Areas Based on the IG Reference Model Dr. Oussama Saafein 1 CHAPTER Objectives What is the difference between structured and unstructured data? What is the difference between unstructured and semi-structured information? Why is unstructured data challenging?

What is the typical full cost accounting (FCA)? What are the 10 key factors that drive the total cost of unstructured data ownership? How can we better manage information? How would an IG enabled organization look different from one that is not IG enabled? The Business Case for Information Governance Difficult to Justify Short-term return on investment is insignificant Long-term view is essential Reduces exposure to long-term risks Improves quality and security of information Streamlines information retention View Information Costs differently The information environment Challenges of Unstructured Information Data volumes are growing “Unstructured Information†is growing at a dramatic rate Challenges unique to unstructured information Horizontal nature Lack of formality Management location Identification of ownership Classification 4 Calculating Information Costs Rising Storage Costs (Short sighted thinking) Labor (particularly knowledge workers) Overhead costs Costs of e-discovery and litigation Opportunity Costs 4 Full Cost Accounting for Information Models Total Cost of Ownership (TCO) Model Return on Investment Model (ROI) Full Cost Accounting Model (FCA) Past, Present, Future Costs ➢ Direct Costs Indirect Costs Flexible Application Triple Bottom Line Accounting – Monetary, Environment, Societal Costs Full Cost Accounting General and Administrative Costs Productivity Gains and Losses Legal and E-discovery costs Indirect Costs Up-Front Costs Future Costs Tools needed to establish facts about the information environment Costs Owning Unstructured Information, Cost Reducers, and Cost Enhancers Adding Value to Unstructured Information IG-Enabled Organization

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Understanding Socialization: Society Makes Us Human

Introduction

Socialization is an essential process that forms individuals into functioning members of society. It shapes our thoughts, behaviors, and identities through various agents, including family, peers, media, and education. The significance of this process can be understood through the study of feral, isolated, and institutionalized children, as well as through the theories of prominent sociologists like Cooley, Mead, and Piaget. This essay discusses how socialization influences personality, morality, emotions, and gender roles and elucidates the impacts of various socialization agents.

Feral, Isolated, and Institutionalized Children

Feral children, those raised in the wild, isolated from human contact, help highlight the importance of social interaction in human development. A notable case is that of Victor, the "wild boy of Aveyron," who struggled to learn language and social norms due to his upbringing (Duncan, 2017). Similarly, isolated children like Genie, who was kept in a dark room away from human interaction for much of her early life, displayed severe delays in language acquisition and social skills (Curtis & O’Brien, 2019). These cases reveal how crucial social environments are in shaping human behavior and highlight the idea that "society makes us human."
In addition, studies of institutionalized children, such as those seen in the Skeels/Dye experiment, demonstrated that early, nurturing relationships significantly impact cognitive development. The children who received affection and attention from caregivers exhibited higher IQ levels compared to those who did not, underscoring the role of socialization in mental development (Skeels & Dye, 1939).

Socialization into Self and Mind

To understand how society shapes the self and mind, we consider the theories of Charles Horton Cooley, George Herbert Mead, and Jean Piaget. Cooley’s concept of the "looking-glass self" posits that self-concept is developed through social interactions, as individuals form perceptions of themselves based on how they believe others see them (Cooley, 1902). This social reflection reinforces the idea that our identity is built through connections with others.
Mead expanded on this by introducing the concept of "role taking," which emphasizes that individuals learn to understand themselves through the perspectives of others. According to Mead, children develop their self-concept by imitating significant others and internalizing societal roles (Mead, 1934). This process is crucial in creating empathetic individuals capable of understanding and responding to the needs of others.
Piaget contributed to our understanding of cognitive development by outlining stages that children go through as they learn to think and reason. His theory focused on how children develop logical and abstract thinking in stages, highlighting the social context of intellectual development (Piaget, 1952). Each theorist illustrates a facet of how socialization influences self-perception and cognitive growth, further reinforcing the assertion that society molds individual identity.

Personality, Morality, and Emotions

The development of personality and morality is deeply intertwined with socialization. Sigmund Freud’s psychoanalytic theory suggests that the interplay between the id, ego, and superego represents the internal conflict between natural urges and societal expectations (Freud, 1923). This balance is crucial in personality development, as individuals internalize moral standards taught by society.
Lawrence Kohlberg expanded on moral development, positing that morality evolves through predetermined stages influenced by social interactions and experiences. His stage theory provides insight into how individuals come to understand notions of justice, rights, and duties as shaped by societal norms (Kohlberg, 1981).
Emotions also undergo socialization, where cultural influences dictate acceptable expressions and experiences of feelings. Emotional socialization teaches us not just what to feel, but how to express those feelings in socially approved ways (Hochschild, 1983). In various societies, emotions like sadness and anger manifest differently, emphasizing the role of culture in shaping our emotional lives.

Gender Socialization

Gender socialization is another significant aspect of societal influence, where individuals learn the social norms and expectations associated with their gender. From an early age, children are exposed to gendered messages from family, peers, and media, which guide their understanding of masculinity and femininity. For instance, parents often reward behaviors that align with traditional gender roles, thus reinforcing the gender map (Ridgeway & Correll, 2004).
Peer groups further propagate these messages, as children often conform to gender norms to gain acceptance (Eder, 1995). The media, in turn, serves a dual role, often reflecting and shaping societal stereotypes about gender. For example, advertisements frequently depict women in domestic roles while portraying men as authoritative figures, reinforcing outdated gender roles (Connell & Messerschmidt, 2005).

Agents of Socialization

Several agents play a critical role in socialization, including family, neighborhoods, schools, peer groups, and the workplace. Families are the first source of socialization, shaping values, norms, and beliefs. Neighborhoods influence children's development through community interactions, where children from impoverished areas may face more significant challenges (Sampson & Wilson, 1995).
Schools contribute to socialization by imparting knowledge and social skills necessary for participation in society. They also teach hidden curricula, such as discipline and conformity (Bowles & Gintis, 1976). Peer groups allow for independence from family influence, offering a setting to explore individual identity.
The workplace represents a more complex form of socialization where individuals learn organizational norms and expectations. This environment fosters anticipatory socialization, where individuals prepare for future roles within the job structure (Van Maanen & Schein, 1979).

Total Institutions and Resocialization

Total institutions, such as prisons and military academies, enforce rigid social structures where individuals are resocialized through a process of degradation and rebuilding of identity (Goffman, 1961). This resocialization strips individuals of their previous social identities and introduces them to a new set of norms and values, often in extreme, controlling environments.

Life Course and Its Sociological Significance

Socialization occurs at different stages throughout the life course, from childhood through adulthood and into old age. Each life stage encompasses unique challenges and societal expectations (Elder, 1994). Understanding these stages helps sociologists account for the various influences individuals encounter throughout their lives.

Conclusion

In conclusion, socialization is a fundamental process through which individuals learn to navigate the complexities of human society. The interplay of various agents of socialization shapes our personalities, emotions, moral beliefs, and gender identities. The exploration of feral, isolated, and institutionalized children offers significant insight into the profound effects that social environments have on human development. Through the foundational theories of Cooley, Mead, and Piaget, we understand how society molds the self and mind. Ultimately, while socialization plays a substantial role in defining our identities, individuals maintain a degree of autonomy, demonstrating that we are not merely products of our society.

References

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2. Cooley, C. H. (1902). Human Nature and the Social Order. Scribner.
3. Connell, R. W., & Messerschmidt, J. (2005). Hegemonic Masculinity: Rethinking the Concept. Gender & Society, 19(6), 829-859.
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