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SOCIALIZATION
SOCIALIZATION
Process whereby a helpless infant gradually
becomes self aware, knowledgeable person, skilled
in the ways of the culture into which he or she was
born.
Socialization is the process of learning the social
practices, attitudes, values and norms of the
society.
SOCIALIZATION
 Socialization begins shortly after birth and lasts
throughout the life-cycle, connecting generations.
 It allows for social reproduction of the society in
general and allows for continuity of certain social
structures.
 It is most intense and plays crucial role in development
of self in childhood.
 Entering new statuses requires learning appropriate
roles for them.
 Experiences can change our expectations, beliefs and
personality.
IDENTITY AND SELF
 Identity – the understandings people hold about who they are and
what is meaningful to them. A term that reflects connection of
individual with his/her self-conscious.
 Modes of identity:
 Psychophysiological identity: integrity and continuity of
physiological and psychological processes and features of the
organism (i.e. in immunology ability of the organism to
recognize own and alien cells)
 Social identity: experience and awareness of belonging to social
groups and communities. Identification with social transforms
biological species in social individual and personality, through
evaluation of social connections and belonging in terms “we”
and “others”. Characteristics that other people attribute to an
individual. Markers that indicate who that individual is.

IDENTITY AND SELF
 Self-identity: sets us apart as distinct individuals. It is
an integrity and continuity of life activities, life targets,
motifs and purposes of the person, awareness of
one’s actions. This is not a particular feature or
character of the individual, but rather his/her self
being reflected through her biography. It is revealed
not so much in human behavior or his/her reactions
to others, but in ability to maintain and continue a
narrative, history of Self capable of keeping its
integrity despite minor changes of its separate
components.
SOCIALIZATION
Biological strain (inheritance)
Surroundings
Culture
Group experience
Individual experience
SOCIALIZATION
Agents of socialization
Groups or social contexts in which significant processes of
socialization occur. ex: family, schools, peer relationships, mass media,
and work
Social roles
Socially defined expectations that a person in a certain social
position follows
Peer group
Consist of children of a similar age.
Age-grades
Peer group formalizes age grades. Specific ceremonies or rites that
mark the transition of men from one grade-age to another (mainly
male).
SOCIALIZATION
Socialization practices vary significantly from
society to society
Socialization practices are similar within members
of the same society
We socialize our children in much the same way as
our parents socialize us.
SOCIALIZATION
 Significant actions of parents have major impact on their children’s
socialization
Would you threaten or praise?
Would you try to make a child
self-reliant or dependent?
SOCIALIZATION
 Formal and informal socialization:
In class, structured, controlled,
directed by adult teachers
Involved imitation of what others do, say;
experiment and repetitive practice
EARLY SOCIALIZATION
ADULT SOCIALIZATION
 When two adult people are living together for a long period of time;
 When people migrate to other countries;
Resocialization
In some circumstances, involving a marked alteration in the social
environment of an individual or group, people may undergo processes of
resocialization. Resocialization refers to a restructing of personality and
attitudes, consequent on situations of great turmoil or stress.
Successful or unsuccessful socialization?
SOCIALIZATION THEORIES: PIAGET
STAGES OF DEVELOPMENT: PIAGET
Sensorimotor Stage: (ages 0-2) Infants learn mainly by touching
objects, manipulating them and physically exploring their
environment.
Preoperational Stage: Ages 2-7. Mastery of language and become
able to use words to represent objects and images in a symbolic
fashion.
Egocentric: (ages 2-7) Tendency of the child to interpret the
world exclusively in terms of his own position.
Concrete operational stage (Ages 7-11): Children master
abstract, logical notions.
Formal operational stage: (ages 11-15) Grasp highly abstract and
hypothetical ideas.
4 STAGES OF DEVELOPMENT
CHARLES HORTON COOLEY (1864-1929)
THE LOOKING GLASS SELF THEORY
THE MIRROR SELF
• We imagine the way the
‘Others’ see us;
• We imagine how ‘Others’
evaluate our
representation of the ‘Self’;
• We develop through the
evaluations made by
‘Others’
SELF (Mind) is an internal conversation, and thinking can be explained sociologically.
Mind is SOCIAL and society is a mental construct.
GEORGE HERBERT MEAD (1863-1961)
 To interact, people have to interpret the meanings and
intentions of actions of the others;
 An individual derives his/her “Self” through the experience
of interpretation of the actions of others and “taking on the
role of the other”;
 Self – allows for social control to be taken in in the form of
self-control;
 Generalized other – understanding by a person of the
acceptable and expected actions and thoughts in a certain
society; this is our connection to society;
ROLE TAKING
Children socialize through:
Imitation (gestures, words)
Play (specific roles)
Games (multiple roles)
Generalized Other (roles in groups)
DEVELOPMENT OF SELF
Self is developed through an internal conversation between:
I – the subject of action, creative personality
Me – self as a n object, how others see me, reflecting, normative self,
fulfillment of expectations of the significant others
Self – I + me, active and reflexive personality, able of evaluating
actions and constructing reality through actions
Each socialized person is a society in miniature.
ZIGMUND FREUD
THE STRUCTURE OF SUBCONSIOUS
Personality is fundamentally social, develops in
conflict between ID and Super-Ego
ID – unconscious, urges, pleasure, cauldron of
seething excitement, at birth
EGO – conscious, reality/rational principal
allows adaptation to environment
SUPEREGO – self-punishment, guilt and
feeling good, control and influence form other
people, at early age
GENDER SOCIALIZATION
The learning of gender roles through social factors such as the family and the
media.
• Freud: The learning of gender differences in infants and young children is
centered on the possession or absence of a penis. In repressing erotic feelings
towards the mother, the boy identifies with the father and becomes aware of his
male identity.
• Chodorow: Learning to feel male or female derives from infant's attachment to
parents at an early age. Boys gain a sense of self through radical rejection of
their closeness to their mother. Male identity is formed in separation; thus men
later in life unconsciously feel that they are endangered if they become involved
in close emotional relationships with others. Men have repressed these needs,
and adopt a more manipulative stance toward the world.
GENDER SOCIALIZATION
Girls do not experience a sharp break from mother which portrays female
dependence. Women feel the opposite; absence of a close relation to
another person threatens their self-esteem.
These patterns are passed on from generation to generation, because of
the primary role women play in the early socialization of children.
 Gilligan: personality is defined through the images adult women and men
have of themselves and their attainments. Women define themselves in
terms of personal relationships and judge their achievements by
reference to the ability to care for others. Men see their own emphasis
on individual achievement.
LIFE COURSE
Social and biological in nature, influenced by cultural differences and also by the
material circumstances of people's lives in given types of society.
• Childhood life course: the long period of childhood that we recognize today
shows society's child centered culture that is separate from traditional roles,
where childhood was much shorter, and children began working at a young
age.
• Teenager life course: in some cultures there is no teenager stage. Western
societies teenagers try to follow adult ways but are treated in law as children.
• Young adult life course: Specific stage in personal and sexual development in
modern societies.
• Mature adulthood life course: "Make" own life rather then planned by others.
Greater freedom. Midlife crisis: unsatisfying jobs, and grownup children.
• Old Age Life course: not as respected in modern times as traditional society.
Now poorer in old age, no longer living with family, retired, and difficult to
makes the final period of life rewarding.
ERICSSON AND AGE CRISES
Thank you for your attention
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