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Sociology 5 socialization

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Jalil Thebo
Jalil Thebo

This document discusses human socialization and development. It states that while infants have the innate capacity for social learning, they cannot develop into social beings without interaction with other humans. The process by which people learn the roles and norms necessary to function in their society is called socialization. Socialization is influenced by both nature (heredity) and nurture (environmental and social influences). The family, school, peer groups, media, and religion are some of the key agents of socialization that teach people the culture and help them develop relationships. Severe social isolation can damage human development, as shown by cases of children deprived of social contact.

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SOCIALIZATION: HUMAN DEVELOPMENT
Human development is based on two assumptions: 1. The newborn having the capacity to become a member of human society. The infant has the capacity to learn human social behavior. This capacity is provided by nature to every normal child. But 2. The newborn child cannot become social being unless there is interaction with other human beings.
Helpless at birth, the human infant depends on others to provide nourishment and care. Human infants are the most helpless of all; a human child cannot survive unaided for at least four or five years of life. It is a matter of survival of human child; and then to transform the human child into a social being he needs interaction with other members of human society without which learning capacity is lost. This process of transformation is socialization.
Socialization is process whereby people learn through interaction with others that which they must know in order to survive and function within society. In this process, as defined by the local culture, they learn what roles are associated with their status. Also, as prescribed by the culture, they learn how to play those roles. Therefore it is a matter of NATURE and NURTURE.
NATURE Nature implies the contribution of heredity to the human being, which may include physical- characteristics and what is inside the human body. Presumably physical and psychological characteristics can be transmitted through heredity. Whatever is being transmitted through heredity may be considered as human .potential given by nature
NUTURE As said earlier, in the 20th century, the biological explanations of human behavior were challenged. It was assumed that much of the human behavior was not instinctive; rather it was learned. Thus, people everywhere were equally human, differing only in their learned cultural patterns, which highlighted the role of nurture.
Social Isolation Tragic cases of children isolated by abusive family members show the damage caused by depriving human beings of social experience. Three such cases quoted in your textbook have already been referred to earlier. These cases are of: • Anna – discovered at age 5 years. • Isabelle – discovered at age 6 years. • Genie – discovered at age 13 years. (These cases may be studied in the textbook).
Sociology 5 socialization
 Anna was born in Pennsylvania to an unwed mother. The mother’s father was so enraged at Anna’s illegitimacy that the mother kept Anna in a storage room and fed her barely enough to stay alive. She never left the storage room or had anything but minimal contact with another human for five years. When authorities found her in 1938, she was physically wasted and unable to smile or speak. After intensive therapy, Anna did make some progress. She eventually learned to use some words and feed herself.
The Case of Isabelle  Isabelle was discovered in Ohio in the 1930s at the age of six. She had lived her entire life in a dark attic with her deaf-mute mother, after her grandfather decided he couldn’t bear the embarrassment of having a daughter with an illegitimate child. He had banished both of them to the attic, where they lived in darkness and isolation. When Isabelle was discovered, she couldn’t speak. After about two years of intensive work with language specialists, Isabelle acquired a vocabulary of about 2,000 words and went on to have a relatively normal life.
isolated Monkeys  In the 1960s, psychologists Henry and Margaret Harlow subjected rhesus monkeys to various conditions of social isolation. The behavior of rhesus monkeys is strikingly similar to the behavior of human beings in many ways. The Harlows found that monkeys placed in complete isolation for more than six months were unable to function normally once returned to the group. These monkeys were nervous and anxious. Their findings mirrored findings about isolated children such as Anna.
Institutionalized Children  Children raised in institutions such as orphanages often have difficulty establishing and maintaining close bonds with other people.  Such children often have their physical needs met, but little else.  They are fed, diapered, and kept warm but are deprived of significant contact with nurturing adults.  They are not played with, cuddled, or spoken to. Such children tend to score lower on intelligence tests than children who were not only raised but also nurtured, and their interactions with other people reflect the fact that their emotional needs were not met.
Provision of Learning Situations The provision of learning situations is very crucial in the development of human potentials. Human group plays a pivotal role in this respect by: The provision of learning situations; The provision of guidance; and Controlling the behavior.
Human groups like the family with whom the child normally has the first contact provide these learning opportunities. These learning situations are provided automatically in the day-to-day routine activities in the family. The children listen to people talking around them, see them walking, and playing different roles. A girl looks at her mother the way she looks after the cooking arrangements, the way she cooks the food, the way she looks after the guests, and other household chores. She is very likely to copy the behavior of her mother.
Provision of automatic learning situation is necessary but may not be sufficient to learn to talk, to walk, and to perform certain role. The group (family) has to provide guidance to the child by intentionally arranging the learning situations. The parents may have to provide real guidance to the children for in the pronunciation of certain words, taking steps in walking, wearing of clothes, answering the telephone, and so on. Parents try to nurture their child as it is considered appropriate under the cultural norms.
Since all behavior is governed by the cultural values and norms, the parents make it sure that the child acts as it is culturally permissible. Therefore they try to control the actions of their child by applying rewards and punishments. For an appropriate behavior just giving a pat on the shoulder may reward the child, or placing a kiss on the face, or giving a big hug, each may be rewarding. There could be other ways of appreciating the role being played by the child, a socialize in this situation.
UNDERSTANDING THE SOCIALIZATION PROCESS  Freud’s Model of Personality  Freud joined basic needs with the influence of society to form a model of personality with three parts:  id, ego and superego.  At birth a baby’s mind is all Id –want  ego (Latin word for I), which is a person’s conscious effort to balance innate pleasure-seeking drives with the demands of society.  the human personality develops the superego (Latin meaning “above” or “beyond” the ego), which are the cultural values and norms internalized by an individual.
The emergence of self consists of three stages:  The Play Stage.  During the play stage, a child begins to develop a sense of him/herself as a social object by taking the role of significant others in relation to him/herself.  The Game Stage  In the play stage, the child took the role of one significant other at a time.  The Stage of the Generalized Other  The generalized other represents the imagined perspective of the community or society at large. At this stage of development, the child is capable of evaluating himself from the perspective of community, sub-cultural, or cultural norms and expectations
Sociology 5 socialization
AGENTS OF SOCIALIZATION  Socialization agents are the sources from which we learn about society and ourselves. People and groups that influence our self-concept, emotions, attitudes, and behavior are called agents of socialization.  The Family  The School  Peer Groups  The Mass Media  Religion
Sociology 5 socialization
The Family The family has the greatest impact on socialization. Infants are totally dependent on others, and the responsibility to look after the young ones typically falls on parents and other family members. It is a matter of child survival.
The School  Schooling enlarges children’s social world to include people with backgrounds different from their own.  Among the manifest functions, the schools teach children a wide range of knowledge and skills. Schools informally convey other lessons, which might be called the hidden curriculum.  Through different activities schools help in inculcating values of patriotism, democracy, justice, honesty, and competition. Efforts are made to introduce correct attitudes about economic system/political system.
Peer Groups  Peer group is the one whose members have interests, social position, and age in common. Unlike the family and the school, the peer group lets children escape the direct supervision of adults. Among the peers, children learn how to form relationships on their own.  Peer groups also offer the chance to discuss interests that adults may not share with their children (such as clothing or other activities).
The Mass Media  The mass media are impersonal communication aimed at a vast audience. Mass media arise as communication technology (first the newspapers and then radio, television, films, and the Internet) spreads information on a mass scale.
Religion  Religion plays significant role in the socialization of most Pakistanis. It influences morality, becoming a key component in people’s ideas of right and wrong.

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Sociology 5 socialization

  • 2. Human development is based on two assumptions: 1. The newborn having the capacity to become a member of human society. The infant has the capacity to learn human social behavior. This capacity is provided by nature to every normal child. But 2. The newborn child cannot become social being unless there is interaction with other human beings.
  • 3. Helpless at birth, the human infant depends on others to provide nourishment and care. Human infants are the most helpless of all; a human child cannot survive unaided for at least four or five years of life. It is a matter of survival of human child; and then to transform the human child into a social being he needs interaction with other members of human society without which learning capacity is lost. This process of transformation is socialization.
  • 4. Socialization is process whereby people learn through interaction with others that which they must know in order to survive and function within society. In this process, as defined by the local culture, they learn what roles are associated with their status. Also, as prescribed by the culture, they learn how to play those roles. Therefore it is a matter of NATURE and NURTURE.
  • 5. NATURE Nature implies the contribution of heredity to the human being, which may include physical- characteristics and what is inside the human body. Presumably physical and psychological characteristics can be transmitted through heredity. Whatever is being transmitted through heredity may be considered as human .potential given by nature
  • 6. NUTURE As said earlier, in the 20th century, the biological explanations of human behavior were challenged. It was assumed that much of the human behavior was not instinctive; rather it was learned. Thus, people everywhere were equally human, differing only in their learned cultural patterns, which highlighted the role of nurture.
  • 7. Social Isolation Tragic cases of children isolated by abusive family members show the damage caused by depriving human beings of social experience. Three such cases quoted in your textbook have already been referred to earlier. These cases are of: • Anna – discovered at age 5 years. • Isabelle – discovered at age 6 years. • Genie – discovered at age 13 years. (These cases may be studied in the textbook).
  • 9.  Anna was born in Pennsylvania to an unwed mother. The mother’s father was so enraged at Anna’s illegitimacy that the mother kept Anna in a storage room and fed her barely enough to stay alive. She never left the storage room or had anything but minimal contact with another human for five years. When authorities found her in 1938, she was physically wasted and unable to smile or speak. After intensive therapy, Anna did make some progress. She eventually learned to use some words and feed herself.
  • 10. The Case of Isabelle  Isabelle was discovered in Ohio in the 1930s at the age of six. She had lived her entire life in a dark attic with her deaf-mute mother, after her grandfather decided he couldn’t bear the embarrassment of having a daughter with an illegitimate child. He had banished both of them to the attic, where they lived in darkness and isolation. When Isabelle was discovered, she couldn’t speak. After about two years of intensive work with language specialists, Isabelle acquired a vocabulary of about 2,000 words and went on to have a relatively normal life.
  • 11. isolated Monkeys  In the 1960s, psychologists Henry and Margaret Harlow subjected rhesus monkeys to various conditions of social isolation. The behavior of rhesus monkeys is strikingly similar to the behavior of human beings in many ways. The Harlows found that monkeys placed in complete isolation for more than six months were unable to function normally once returned to the group. These monkeys were nervous and anxious. Their findings mirrored findings about isolated children such as Anna.
  • 12. Institutionalized Children  Children raised in institutions such as orphanages often have difficulty establishing and maintaining close bonds with other people.  Such children often have their physical needs met, but little else.  They are fed, diapered, and kept warm but are deprived of significant contact with nurturing adults.  They are not played with, cuddled, or spoken to. Such children tend to score lower on intelligence tests than children who were not only raised but also nurtured, and their interactions with other people reflect the fact that their emotional needs were not met.
  • 13. Provision of Learning Situations The provision of learning situations is very crucial in the development of human potentials. Human group plays a pivotal role in this respect by: The provision of learning situations; The provision of guidance; and Controlling the behavior.
  • 14. Human groups like the family with whom the child normally has the first contact provide these learning opportunities. These learning situations are provided automatically in the day-to-day routine activities in the family. The children listen to people talking around them, see them walking, and playing different roles. A girl looks at her mother the way she looks after the cooking arrangements, the way she cooks the food, the way she looks after the guests, and other household chores. She is very likely to copy the behavior of her mother.
  • 15. Provision of automatic learning situation is necessary but may not be sufficient to learn to talk, to walk, and to perform certain role. The group (family) has to provide guidance to the child by intentionally arranging the learning situations. The parents may have to provide real guidance to the children for in the pronunciation of certain words, taking steps in walking, wearing of clothes, answering the telephone, and so on. Parents try to nurture their child as it is considered appropriate under the cultural norms.
  • 16. Since all behavior is governed by the cultural values and norms, the parents make it sure that the child acts as it is culturally permissible. Therefore they try to control the actions of their child by applying rewards and punishments. For an appropriate behavior just giving a pat on the shoulder may reward the child, or placing a kiss on the face, or giving a big hug, each may be rewarding. There could be other ways of appreciating the role being played by the child, a socialize in this situation.
  • 17. UNDERSTANDING THE SOCIALIZATION PROCESS  Freud’s Model of Personality  Freud joined basic needs with the influence of society to form a model of personality with three parts:  id, ego and superego.  At birth a baby’s mind is all Id –want  ego (Latin word for I), which is a person’s conscious effort to balance innate pleasure-seeking drives with the demands of society.  the human personality develops the superego (Latin meaning “above” or “beyond” the ego), which are the cultural values and norms internalized by an individual.
  • 18. The emergence of self consists of three stages:  The Play Stage.  During the play stage, a child begins to develop a sense of him/herself as a social object by taking the role of significant others in relation to him/herself.  The Game Stage  In the play stage, the child took the role of one significant other at a time.  The Stage of the Generalized Other  The generalized other represents the imagined perspective of the community or society at large. At this stage of development, the child is capable of evaluating himself from the perspective of community, sub-cultural, or cultural norms and expectations
  • 20. AGENTS OF SOCIALIZATION  Socialization agents are the sources from which we learn about society and ourselves. People and groups that influence our self-concept, emotions, attitudes, and behavior are called agents of socialization.  The Family  The School  Peer Groups  The Mass Media  Religion
  • 22. The Family The family has the greatest impact on socialization. Infants are totally dependent on others, and the responsibility to look after the young ones typically falls on parents and other family members. It is a matter of child survival.
  • 23. The School  Schooling enlarges children’s social world to include people with backgrounds different from their own.  Among the manifest functions, the schools teach children a wide range of knowledge and skills. Schools informally convey other lessons, which might be called the hidden curriculum.  Through different activities schools help in inculcating values of patriotism, democracy, justice, honesty, and competition. Efforts are made to introduce correct attitudes about economic system/political system.
  • 24. Peer Groups  Peer group is the one whose members have interests, social position, and age in common. Unlike the family and the school, the peer group lets children escape the direct supervision of adults. Among the peers, children learn how to form relationships on their own.  Peer groups also offer the chance to discuss interests that adults may not share with their children (such as clothing or other activities).
  • 25. The Mass Media  The mass media are impersonal communication aimed at a vast audience. Mass media arise as communication technology (first the newspapers and then radio, television, films, and the Internet) spreads information on a mass scale.
  • 26. Religion  Religion plays significant role in the socialization of most Pakistanis. It influences morality, becoming a key component in people’s ideas of right and wrong.