Miss Ainul Wahida Radzuan

W4 & 5 - Department of Heritage

Studies, FTKW

SOCIALIZATION
[email protected]
Office: BAP- S-86 (First
Floor)
INTRODUCTION
▫ The process of socialization begins at birth.
▫ A baby is helpless. He/She cannot walk or
talk. Somebody has to take care of his/her
need. How the baby get the care his/her
needs? He/She smiles, make sounds, and
does cute things.
▫ The baby is developing social skills that are
at the heart of what makes us human.
 Socialization refers to the
lifelong social experience by
which people develop their
human potential and learn
culture (Macionis, 2012) .

INTRODU
CTION Socialization is a process of
social interaction that teaches
the child the intellectual,
physical, and social skills
needed to function as a member
of society (Tischler, 2011).
 Humans need social experience to learn
their culture and to survive. Social
experience is also the foundation of
personality, a person’s fairly consistent
patterns of acting, thinking, and feeling
(Macionis, 2012) .
In the course of this process, each child
INTRODU slowly acquires a personality – that is, the
patterns of behavior and ways of thinking
CTION and feeling that are distinctive for each
individual (Tischler, 2011).
Nobody is a born sales-person, criminal,
lecturer, minister or doctor. These things all
are learned and modified as part of the
socialization process.
BECOMING A
PERSON:
BIOLOGY AND
CULTURE
Every human being is born
with a set of genes, inherited
units of biological material.
Examples?
QUESTION
…

What is more important in

determining a person’s
qualities: inherited
characteristics (nature) or
socialization experiences
(nurture)?
NATURE
Charles Darwin (1809 – 1882) –
published On the origin of Species (1859),
human beings were seen to be a species
similar to all the others in the animal
kingdom.
 Sociologists believe humans are unique because
they are the only life form able to accumulate
knowledge, improve on it, and pass it on the to
the next generation.

NURTUR Human society would not be able to advance

without this ability. This fact has made it
possible for humans to develop societies
E throughout the world in a wide variety of
climates and settings.

Genes alone do not make this possible, but the

accumulated knowledge from others in the
community does .
NURTURE

Human infants must

develop social attachments;
Humans must be taught to
they must learn to have
stand up, to walk, even to
meaningful interactions and
think.
affectionate bonds with
others.
THE CONCEPT OF
SELF
Every individual comes to possess a social identity by occupying
statuses – culturally and socially defined positions – in the course
of his or her socialization.

This social identity changes as the person moves through the

various stages of childhood and adulthood recognized by the
society.

New statuses are occupied; old ones are abandoned.

Social identity is the total of all the statuses that define an

individual.

This changing yet enduring personal identity is called the self.

QUESTION…

Do all human beings have personal

identities separate from their social
identities?
Discuss
THE CONCEPT OF SELF

The self develops when the individual becomes aware of

his or her feelings, thoughts, and behaviors as separate and
distinct from those of other people.

Usually happens at a young age, when children begin to

realize that they have their own history, habits, and needs
and begin to imagine how these might appear to others.

By adulthood, the concept of self is fully developed.

Most researchers would agree that the concept
of self includes:

1. An awareness of the existence,

appearance, and boundaries of one’s
own body
2. The ability to refer to one’s own being
by using language and other symbols
3. Knowledge of one’s personal history
4. Knowledge of one’s needs and skills
5. The ability to organize one’s knowledge
and beliefs
6. The ability to organize one’s experiences
7. The ability to take a step back and look
at one’s being as others do, to evaluate
the impressions one is creating, and to
understand the feelings and attitudes one
stimulates in others.
The development of the self is a complicated
process. It involves many interacting factors,
including the acquisition of language and the
ability to use symbols.
Three dimensions of human development are tied
to the emergence of the self:
1. Cognitive development
2. Moral development
3. Gender identity

HUMAN
DEVELOPMENTS
Jean Piaget (1896 – 1980 studied human cognition, how
people think and understand
He found that children move through a series of
predictable stages on their way to logical thought and that
some never attain the most advanced stages.
Four stages of cognitive development

COGNITIVE
DEVELOPMENT
Age Stage Behaviors
From birth to age two Sensorimotor Learn through senses - touch
Learn through reflexes

At about the age two Preoperational Learn that words can be

symbols for objects.
Age Seven to about age 12 Operational Think some logic
Understand and work with
numbers, shapes, relationships
12 years and above Formal, Logical thought Advanced stage of thinking.
Capable of abstract, logical
thought
Develop ideas about things
that have no concrete reference
such as infinity, death, freedom
and justice.
Anticipate possible
consequences of their acts and
decisions.
Develop an identity and ability
to enter into mature
interpersonal relationship.
 THE For about the first two years of life, the
infant knows the world only through the
SENSORI five senses: touching, tasting, smelling,
looking, and listening.
MOTOR “Knowing” to young children amounts to
STAGE what their senses tell them.
THE PREOPERATIONAL
STAGE

01 02 03
Now children begin to But “pre-op” children They can identify a
think about the world between about two toy as their “favorite”
mentally and use and six still attach but cannot explain
imagination. meaning only to what types of toys
specific experiences they like.
and objects.
Between the ages of seven and eleven, children focus on
how and why things happen.
In addition, children now attach more than one symbol to
a particular event or object.
If, for example, you say to a child of five, “Today is
Wednesday,” she might respond, “No, it’s my
birthday!”—indicating that she can use just one symbol at
a time.
But a ten-year-old at the concrete operational stage would
be able to respond, “Yes, and it’s also my birthday.”

THE CONCRETE
OPERATIONAL STAGE
 At about age twelve, young
people begin to reason abstractly
rather than thinking only of
concrete situations. If, for
THE example, you were to ask a
seven-year-old, “What would
FORMAL you like to be when you grow

OPERATION up?” you might receive a

concrete response such as “a

AL STAGE teacher.”
But most teenagers can think
more abstractly and might reply,
“I would like a job that helps
others.”
 Without moral
Moral order – a
order, a society
shared view of
soon would fall
right and wrong
apart.
MORAL
People would not
Therefore, the
DEVELO
know what to
expect from
themselves and
process of
socialization must
PMENT
include instruction
one another, and
about the moral
social relationship
order of an
would be
individual's
impossible to
society.
maintain.
GENDER IDENTITY
Certain aspects of gender identity are rooted in biology.
Males tend to be larger and stronger than females, but
females tend to have better endurance than males.
Gender identity is mostly a matter of cultural
definition.
There is nothing inherently male or female about a
teacher, a pilot, a carpenter, or a pianist other than what
our culture tells us.
THEORIES OF
DEVELOPME
NT
1. Charles Horton Cooley (1864-
1929)
2. George Herbert Mead (1863-
1931)
3. Sigmund Freud (1856-1939)
4. Erik H. Erikson (1902-1994)
 Begins early in life and is Later on, peer groups
Self develops through the
influenced by such become very important as
process of social
primary groups as the we continue to progress as
interaction with others.
family. social beings.

Cooley used the phrase

looking-glass self to
describe the three stage
process through which
each of us develops a
sense of self.

CHARLES HORTON COOLEY

(1864-1929)
THREE- First, we
STAGE imagine how
our actions
PROCESS appear to
others.

In effect,
Second, we
other people
imagine how
become a
other people
mirror or
judge these
looking
actions.
glass for us.

Finally, we
make some
sort of self-
judgment
based on the
presumed
judgments
of others.
The self is entirely a social product—that
is, a product of social interaction.

Cooley believed that the looking-glass

self constructed early in life remains
fairly stable and that childhood
experiences are very important in
determining our sense of self throughout
our lives.

One of Cooley’s principal contributions

to sociology was his observation that
although our perceptions are not always
correct, what we believe is more
important in determining our behavior
than is what is real.
 A philosopher and a well-known
social.
GEORGE
HERBER
His work led to the development of the
school of thought called symbolic
T MEAD
interactionism. (1863-
1931)
According to Mead, the self becomes
the sum total of our beliefs and
feelings about ourselves.
 Mead rejected the idea that
The Self - the part of an personality is guided by
individual’s personality The self is not there at biological drives (as Freud
composed of self- birth; it develops asserted) or biological
awareness and self-image. maturation (as Piaget
claimed).

The self develops only

Seeking meaning leads
with social experience, as Social experience is the
people to imagine other
the individual interacts exchange of symbols.
people’s intentions.
with others.

Understanding intention
requires imagining the
situation from the other’s
point of view
 THE I AND THE ME

The self is composed of two parts, the I and the

me.

The I portion of the self wishes to have free

expression, to be active and spontaneous.

The me portion of the self is made up of those

things learned through the socialization process
from family, peers, school, and so on.

By taking the role of the other, we become self

aware.
Mead used the term significant others to refer to those
individuals who are most important in our development,
such as parents, friends, and teachers.
As we continue to be socialized, we learn to be aware of
the views of the generalized others.
These generalized others are the viewpoints, attitudes,
and expectations of society as a whole or of a community
of people whom we are aware of and who are important
to us.
Example?
The people around us
become a mirror (an object
that people used to call a THE
“looking glass”) in which
we can see ourselves. LOOKIN
G-
Looking-glass self to mean GLASS
a self-image based on how
we think others see us SELF
DEVELOPMENT OF THE
SELF
 In the second, or
In the third, or Thus, for Mead, the
The first, or play , stage , the
game , stage , the self is rooted in, and
preparatory , stage child has acquired
child learns that During the game begins to take shape
is characterized by language and begins
there are rules that stage, according to through, the social
the child imitating not only to imitate
specify the proper Mead, we learn the play of children and
the behavior of behavior but also to
and correct expectations, is well on its way to
others, which formulate role
relationship among positions, and rules being formed by the
prepares the child expectations —
the players. Example of society at large. time the child is
for learning social- playing house, cops
– baseball game has eight or nine years
role expectations. and robbers, and so
rules. old.
on.

THREE STAGES OF SELF

DEVELOPMENT
SIGMUND FREUD (1856-
1939)

Freud was a pioneer in the study of human behavior and

the human mind.
Lived in Vienna at a time when most Europeans
considered human behavior to be biologically fixed.
Trained as a physician, Freud gradually turned to the
study of personality and mental disorders and eventually
developed the celebrated theory of psychoanalysis.
SIGMUND FREUD’S
ELEMENTS OF
PERSONALITY
The self has three separately functioning parts: the id, the superego,
and the ego.
The id consists of the drives and instincts that Freud believed every
human being inherits but which, for the most part, remain
unconscious.
The superego represents society’s norms and moral values as
learned primarily from our parents. The superego is the internal
censor.
There is a third, functional part of the self called the ego , which tries
not only to mediate in the eternal conflict between the id and the
superego but also to find socially acceptable ways for the id’s drives
to be expressed.
 Human ERIK H.
development is
accomplished in ERIKSON
(1902-1994)
eight stages on the
individual at each
step along the
way.
 ERIK H. ERIKSON’S EIGHT
STAGES
OF DEVELOPMENT

1 2 3 4 5 6 7 8

Stage 1: Stage 2: Stage 3: Stage 4: Stage 5: Stage 6: Stage Stage 8:

Infancy— Toddlerho Preschool Preadolesc Adolescen Young 7:Middle Old age—
the od—the —the ence—the ce—the adulthood adulthood the
challenge challenge challenge challenge challenge —the —the challenge
of trust of of of of gaining challenge challenge of integrity
(versus autonomy initiative industrious identity of of making (versus
mistrust). (versus (versus ness (versus intimacy a despair).
doubt and guilt). (versus confusion). (versus difference
shame). inferiority) isolation). (versus
. self-
absorption)
.
AGENTS OF
SOCIALIZATI
ON
1. The family
2. The school
3. Peer Groups
4. Mass- Media: Television, Movies
and Video Games
The family is the primary world for the first few years of life.
Children also have significant early experiences in day-care centers with no family
members.
The values, norms, ideals, and standards presented in both places are accepted by the
child uncritically as correct—indeed, as the only way things could possibly be.
Even though later experiences lead children to modify much of what they have learned
within the family, it is not unusual for individuals to carry into the social relationships of
adult life the role expectations that characterized the family of their childhood.

THE FAMILY
Many of our gender-role expectations are based on the models
of female and male behavior we witnessed in our families.
Every family, therefore, socializes its children to its own
particular version of the society’s culture.
Each family exists within certain subcultures of the larger
society: It belongs to a geographical region, a social class, one
or two ethnic groups, and possibly a religious group or other
subculture.
Families differ with regard to how important these factors are
in determining their lifestyles and their child-rearing
practices.

THE FAMILY
 Evidence also shows that social class
and parents’ occupations influence
how children are raised in the United
States.
Parents who have white-collar
occupations are accustomed to dealing
with people and solving problems.
THE As a result, white-collar parents value

FAMILY intellectual curiosity and flexibility.

Blue-collar parents have jobs that
require specific tasks, obeying orders,
and being on time.
They are likely to reward obedience to
authority, punctuality, and physical or
mechanical ability in their children
(Kohn and Schooler, 1983).
THE FAMILY
The family also has the job of teaching children skills, values, and
beliefs.
Through the family, parents give a social identity to children. In part,
social identity involves race.
Racial identity can be complex because societies define race in various
ways.
Social class, like race, plays a large part in shaping a child’s personality.
Whether born into families of high or low social position, children
gradually come to realize that their family’s social standing affects how
others see them and, in time, how they come to see themselves
Class position affects not just how much money parents have to spend
on their children but also what parents expect of them
 The school is an institution
intended to socialize
children in selected skills
and knowledge.

THE
SCHOOL In coming to grips with their
multiple responsibilities,
many school systems have
established a philosophy of
education that encompasses
socialization as well as
academic instruction.
THE SCHOOL
Educators often aim to help students develop to
their fullest capacity, not only intellectually but
also emotionally, culturally, morally, socially, and
physically.
By exposing the student to a variety of ideas, the
teachers attempt to guide the development of the
whole student in areas of interests and abilities
unique to each.
Students are expected to learn how to analyze
these ideas critically and reach their own
conclusions.
The ultimate goal of the school is to produce a
well-integrated person who will become socially
responsible.
 Schooling enlarges children’s social world
to include people with backgrounds
different from their own. It is only as they
THE encounter people who differ from
themselves that children come to
SCHOOL understand the importance of factors such
as race and social position.
Schools join with families in socializing children into
gender roles.
Studies show that at school, boys engage in more physical
activities and spend more time outdoors, and girls are
more likely to help teachers with various housekeeping
chores.
Boys also engage in more aggressive behavior in the
classroom, while girls are typically quieter and better
behaved (Best, 1983; Jordan & Cowan, 1995).

THE SCHOOL
 For all children, the lessons learned
in school include more than the
formal lesson plans. Schools also
informally teach many things,
which together might be called the
hidden curriculum. Activities such
THE as spelling bees teach children not
only how to spell words but also
SCHOOL how society divides the population
into “winners” and “losers.”
Organized sports help students
develop their strength and skills
and also teach children important
life lessons in cooperation and
competition.
Peers are individuals who are social
equals.
By the time they enter school, children
have joined a peer group, a social group
whose members have interests, social
position, and age in common.
No one will deny that they play a powerful
role in our socialization. Often, their
PEER
influence is greater than that of any other
source of socialization.
GROUPS
Parents might play a major role in teaching
basic values and the development of the
desire to achieve long-term goals, but
peers have the greatest influence in
lifestyle issues such as appearance, social
activities, and dating.
It is not surprising, then, that parents
often express concern about who their
children’s friends are. In a rapidly
changing society, peer groups have great
influence, and the attitudes of young and
old may differ because of a “generation
PEER
gap.” The importance of peer groups
typically peaks during adolescence,
GROUPS
when young people begin to break away
from their families and think of
themselves as adults.
PEER GROUPS
Peer groups also provide valuable social support for
adolescents who are moving toward independence from
their parents.
Peer-group influence, for many youths, can lead to
wasted lives and violence.
For many, gang-members banding together for identity,
status, petty criminal activity, and mutual protection—
often involve drug abuse.
TELEVISION,
MOVIES, AND
VIDEO
GAMES
 Since the late 1960s, the mass media
—television, radio, magazines, films,
newspapers, and the Internet—have
become important agents of
socialization
How?
  The mass media are the means for

THE MASS delivering impersonal

communications to a vast audience.

MEDIA  Television and Politics

 Television and Violence
Childhood

Adolescence
SOCIALIZ
ATION
Adulthood
AND THE
LIFE
Old Age COURSE
Death and Dying
REFERENCES
Tischler, H. L.
(2011). Introduction to
sociology. Belmont:
Wadsworth Cengage
Learning.
Macionis, J. J. (2012).
Sociology. (14th Ed).
Boston, Pearson