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WEEK 12: Social and Behavioral Socialization Outcomes
Key Point Summary
-How do children learn how to treat one another?
-Do different cultures have an varying concepts of “goodness”?
-Why do some people lie, cheat, steal, or kill?
-Why are some people altruistic or self-sacrificing?
-Is the “hero role” just for boys, or can girls assume it too?
-Who was your hero and why?
I.
Self-Regulation/Behavior
A. Self-regulation, or self-control, refers to the ability to regulate or
control one’s impulses, behavior, and/or emotions until an
appropriate time, place, or object is available for expression.
B. Can be observed in children beginning about age two and
increasing with age.
C. Self-regulation is a continuous process, an outcome of affective,
cognitive, and social forces.
-How important is predictability to trust? How important is
trust to “self-regulation” or delayed gratification?
D. A component of self-regulation is emotional regulation, including
the ability to control anger and exhibit empathy.
1. Antiscocial behavior refers to any behavior that harms
other people, such as aggression, violence, and crime.
2. Prosocial behavior refers to any behavior that benefits
other people, such as altruism, sharing, and cooperation.
-What early experiences might have influenced the
“good Samaritan” behavior?
-What early experience might have contributed to the
“thieves” behavior?
-Should a 3-year-old be force to share?
-Compare the “self-regulation” of the various characters
in the parable.
E. Antisocial Behavior: Aggression
1. Existing theories explaining the causes of aggression fall
into four general categories:
a. Biological theories
i.
Evolution (Freud, Lorenz)
ii.
Genetics
iii.
Neuroscience
b. Social cognitive theories
i.
Learning Theory
ii.
Information Processing Theory
c. Sociocultural theories
i.
Peers
ii.
Community
d. Ecological theories
F. Prosocial Behavior: Altruism
1. Prosocial responses become increasingly apparent
throughout children as children develop cognitively and
have more social interactions.
2. Existing theories explaining the causes of altruistic
behavior fall into five general categories:
a. Biological theories
b. Social cognitive theories
i.
Learning theory
ii.
Instruction
iii.
Learning by Doing
c. Cognitive developmental theories
i.
Perspective-taking
ii.
Moral Reasoning
d. Social interaction theories
i.
Communication
ii.
Parenting style
e. Sociocultural theories
II.
Morals
A. Morals encompass an individual’s evaluation of what is right and
wrong.
B. Morality involves feeling, reasoning, and behaving.
C. Moral development
1. One’s moral code develops through social interaction and
reflects one’s ability to distinguish and act on right and
wrong.
2. Piaget’s theory of moral development
a. Heteronomous morality refers to Piaget’s stage of
moral development in which children think of rules
as moral absolutes that cannot be changed.
b. Autonomous morality refers to Piaget’s stage of
moral development in which children realize that
rules are arbitrary agreements that can be changed
by those who have to follow them.
3. Kohlberg’s theory of moral development
a. Preconventional level refers to the first of Kohlberg’s
stages in which the individual considers and weighs
the personal consequences of behavior.
b. Conventional level refers to the middle of Kohlberg’s
stages in which the individual can look beyond
personal consequences and consider others’
perspectives.
c. Postconventional level refers to the last of Kohlberg’s
stages in which the individual considers and weighs
the values behind various consequences from various
points of view.
4. View on Kohlberg’s theory
a. Kohlberg’s work has been criticized
i.
Moral reasoning and moral behavior
ii.
Interviewing technique
iii.
Cultural bias
iv.
Gender bias
5. Gilligan’s perspective
i.
Justice moral perspective refers to a
perspective which emphasizes the rights of
the individual; when individuals conflict,
equitable rules of justice must prevail.
Kohlberg’s theory
b. Care moral perspective views people in terms of their
connectedness with others; others’ welfare is
intrinsically connected to one’s own.
D. Influences on Moral Development
1. Situational contexts
a. The situation an individual is in often influences
actual moral behavior.
b. Cognitive factors involve the judgment of the
situation, age of the child, and cultural orientation.
2. Individual contexts
a. Temperament
b. Self-control
c. Self-esteem
d. Intelligence and Education
e. Social interaction
f. Emotions
3. Socialization Contexts
a. Family
b. Peers
c. School
d. Mass Media
e. Community
– Several researchers believe that one’s moral code develops
through social interaction (discussion, debate, and
emergence of consensus)
– Does that make it “situational ethics?”
III.
Gender Roles
A. A gender role refers to the qualities an individual understands to
characterize males and females in his or her culture.
1. Gender role is more of a psychological construct, whereas
sex is a physical construct.
B. Development of Gender Roles
1. Sex typing refers to classification into gender roles based
on biological sex.
a. Begins at birth
2. Theories of gender role development
a. Consensus that biological, cognitive and social
factors interactively contribute to sex-typed
behavior.
b. Psychoanalytical theory (Freud)
i.
How one comes to feel like a male or female
c. Social cognitive theory (Mischel, Bandura)
i.
How one come to behave as a male or
female
d. Cognitive-developmental theory (Kohlberg)
i.
How one comes to reason about oneself as
a male or female
e. Gender schema theory (Bem, Martin, Halverson)
i.
How one comes to process information
about oneself as a male or female by
perceiving and interpreting gender-linked
information
Theories of Gender Role Development
C. Influences on the development of gender roles
1. Family
a. Mothers and fathers interact with sons and
daughters differently.
b. Fathers are the more influential gender-role
socialization agent.
2.
3.
4.
5.
c. individual differences in sex typing are influenced by
parental involvement, maternal work status, and sex
typing of parental roles within the home
Peers
a. Begin to exert their influence during early childhood.
b. Peers tend to reinforce gender stereotyping and to
encourage sex segregation that leads to boys and
girls growing up in different peer environments.
School
a. Schools provide a number of gender-related
messages to children, some intentional and some
unintentional.
b. Men are disproportionately represented in positions
of power and administration, whereas women are
often teachers, particularly in the early grades.
c. Teachers respond to boys and girls differently at
every level of schooling.
d. School-research has found that teachers treat boys
and girls differently
Community
a. The community influences gender-role development
through its attitudes regarding what is appropriate
behavior for males and females and the gender role
models it provides with whom children can identify.
b. Culture and religious orientation influence children’s
perceptions and expectations for gender.
Mass media
a. Mass media affect gender-role development by the
way the appearance and behavior of male and
female characters are portrayed, as well as by the
advertising messages.
b. Print media influence gender-role socialization by the
way in which males and females are stereotyped.
c. Stereotypes about men and women’s behavior are
visible in rock music videos.
d. Gender preferences in video games reinforce
stereotypical behavior.
e. tends to portray gender stereotyped behaviors and
expectations