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CULTURE & SOCIALIZATION The Who, What, and Why of Our Social Self CULTURE a HUMAN CREATION consisting of socially-constructed: shared ideas (e.g., belief in free speech) understandings (e.g., rain is the result of atmospheric changes) mental models (e.g., dogs are companions to human beings, not table fare) modes of categorization (e.g., religions include Christianity, Islam, Judaism, Buddhism, etc...) values (e.g., spousal abuse is bad) speech forms (e.g., English is spoken everywhere in the U. S.) traditions (e.g., Christmas, Easter, Valentine’s Day, birthday parties, Thanksgiving, 4th of July, retirement celebrations, etc...) CULTURE can be observed at various levels small groups (e.g., South Warren HS v. Warren East HS, a family in Chicago v. a family in Texas, a Baptist congregation v. a Catholic parish) large scale national societies (e.g., United States, France, Syria, China, Russia) global system of the world includes the shared belief systems, rituals, and conversational styles of small groups as well as societies anything created by the mind, hand, or mouth of humans and passed from generation to generation CULTURE & GROUP INFLUENCE Social Basis of Belief - group pressure can influence belief about the natural world Solomon Asch’s experiments on social influence and conformity Authority and Domination - group pressure can influence deeply held moral values Stanley Milgram’s experiments on obedience to authority Attribution Theory - the “fundamental attribution error” is the tendency to overestimate the causal importance/responsibility of the individual and minimize environmental influences concept of the modern “self” as historic product of Christianity and the Enlightenment Philip Zimbardo’s prison experiment on how roles determine behavior Accounts and Accountability - how culture arises from situational contexts, how it changes, and how it influences human behavior Harold Garfinkel’s Ethnomethodology explaining how social order arises from social interactions and the meaning (e.g., “Rules for Standing in Line”) Interpersonal Attraction - homophily is the tendency to choose/bond with similar others 100+ sociological studies citing various forms of homophily including age, gender, class, race, ethnicity, status, etc... “Standing in a Line” Garfinkel has frequently illustrated ethnomethodological analysis by means of the illustration of service lines.[19] Everyone knows what it is like to stand in a line. Queues are a part of our everyday social life; they are something within which we all participate as we carry out our everyday affairs. We recognize when someone is waiting in a line and, when we are "doing" being a member of a line, we have ways of showing it. In other words, lines may seem impromptu and routine, but they exhibit an internal, member-produced embodied structure. A line is “witnessably a produced social object;”[20] it is, in Durkheimian terms, a “social fact.” Participants' actions as "seeably" what they are (such as occupying a position in a queue) depend upon practices that the participant engages in in relation to others' practices in the proximate vicinity. To recognize someone as in a line, or to be seen as "in line" ourselves requires attention to bodily movement and bodily placement in relation to others and to the physical environment that those movements also constitute. This is another sense that we consider the action to be indexical—it is made meaningful in the ways in which it is tied to the situation and the practices of members who produce it. The ethnomethodologist's task becomes one of analyzing how members' ongoing conduct is a constituent aspect of this or that course of action. Such analysis can be applied to any sort of social matter (e.g., being female, following instructions, performing a proof, participating in a conversation). These topics are representative of the kinds of inquiry that ethnomethodology was intended to undertake. THE ELEMENTS OF CULTURE LANGUAGE (Basis for Culture) BELIEFS (The Truths We Accept) VALUES & NORMS (Bases & Guidelines for Behavior) TRADITIONS, CUSTOMS, RITUALS (Culture in Action) SCRIPTS, SCHEMA, & TYPIFICATIONS (?) THE ELEMENTS OF CULTURE SCRIPTS, SCHEMA, & TYPIFICATIONS In sociology, there is a concept knowns as “defining the context of a situation.” SOCIAL SCRIPTS provide scenarios for social interaction through language in action. Scripts dictate: 1. what one should be doing 2. at a particular time and 3. in a particular place 4. if one is to play a role associated with that script. SCHEMA are the mental concepts (including the scripts, roles, language, etc.) that help us to interpret our experience in the world. Schemas are the mental models we create of persons, objects, or situations. Through our experiences with creating scripts and schemas, we develop TYPIFICATIONS which social constructions about the world around us based on standard assumptions THE GOOD - help us understand and function in the culture in which we live THE BAD - often inhibit learning new information due to prejudice and stereotypes created THE ELEMENTS OF CULTURE CORE AMERICAN VALUES In 1970 Robin Williams, a sociologist at Cornell University and pastpresident of the American Sociological Association, identified what he saw as core American Values. They were: • Equal Opportunity • Achievement and Success • Material Comfort • Activity and Work • Practicality and Efficiency • Progress • Science • Democracy and Enterprise • Freedom From Macionis, John J. 2005. Sociology. 10th ed. Upper Saddle River, New Jersey: Pearson Prentice Hall. p. 66. CULTURE & SOCIETY CULTURE AS SOURCE OF COHESION (Functionalism) CULTURE AS SOURCE OF INNOVATION (Exchange Theory, Feminism) Cultural Diversity CULTURE AS SOURCE OF SOCIAL CONFLICT (Conflict Theory) Ethnocentrism Subcultures Countercultures ROLE OF THE MEDIA IN POPULAR CULTURE (Who Made Who?) SOCIALIZATION The Social Construction of Self social environments have causal force not everything can be explained by reference to individual choices, human error, personal heroism, or moral deficiencies commonly-held misbelief around the world, esp. in Europe and the Americas since the Reformation and the Enlightenment onward, western cultural tradition has placed a strong emphasis on: 1. the autonomy of the individual as a moral actor 2. with organized preferences and goals and 3. a coherent personality and system of values Social psychologists have discovered that this emphasis leads people to favor interpretations of events and behaviors that highlight the coherence of the individual personality and the causal force of individual choice and action --- even when experiments are rigged to make outcomes random, or evidence of individual inconsistency is abundant. (known as the “fundamental attribution error”) to sociologists, the way we see our “self” is the way our environment has shaped us SOCIALIZATION The Basics Socialization is the process of social interaction through which people acquire personality and learn the way of life of their society (their culture). Socialization is a life long process that begins at birth and ends at death. Through socialization, an individual: 1. acquires language (which influences how the world is understood) 2. develops personality (through complex interaction of heredity & environment) 3. learns and adopts the norms, roles, and group structures of society The primary agents of socialization are: 1. FAMILY 2. SCHOOL 3. PEERS 4. THE MASS MEDIA SOCIALIZATION Theories of Socialization Sigmund Freud: Socialization and the Development of the Psyche Charles Horton Cooley’s “Looking Glass Self” George Mead: “The I and the Me” and Symbolic Interaction Albert Bandura and Social Learning Theory SOCIALIZATION Web Resources about How People Become Social Robert E. Wood’s Virtual Tour C, “Social Interaction and Socialization” SOCIALIZATION Gender Socialization and Material Culture What are some traditional gender roles for males and females in our culture? Are there still gender stereotypes that persist in America today? Can you think of any gender neutral roles in our society? SOCIALIZATION • Gender Socialization and Material Culture Use the images of material culture provided to discuss the following questions with your group (questions also provided): 1. What is most noticeable about the images on your handout? 2. Could the items be used by both genders? Explain. 3. What kind of gender socializing messages would a person coming in contact with these items get? 4. Are gender stereotypes reinforced with these materials? 5. Where would you go if you wanted to get away from gender socializing messages? SOCIALIZATION • Gender Socialization and Material Culture Use the images of material culture provided to discuss the following questions with your group (questions also provided): 1. What is most noticeable about the images on your handout? 2. Could the items be used by both genders? Explain. 3. What kind of gender socializing messages would a person coming in contact with these items get? 4. Are gender stereotypes reinforced with these materials? 5. Where would you go if you wanted to get away from gender socializing messages? SOCIALIZATION Throughout the Life Course SOCIALIZATION is a continuing, lifelong process. All cultures and societies must deal with the LIFE COURSE that begins with conception and moves through childhood, adolescence, adulthood, and old age until ultimately ending with death. Erik Erikson’s THEORY OF SOCIAL DEVELOPMENT • 8 psychosocial stages of development throughout life • each stage involves a psychosocial conflict • conflicts must be resolved for normal social development (see handout) SOCIALIZATION • Throughout the Life Course OTHER LIFE COURSE CONCEPTS Rites of Passage rituals or ceremonies marking a person’s progress from one status to another (e.g., puberty, acquiring driver’s license, graduating high school/college, marriage, parenthood, baptism, death Anticipatory Socialization social learning that prepares us for the roles we are likely to assume in the future (e.g., school, college, job training) Desocialization the unlearning of previous norms, expectations, and roles which may lead to identify crisis, loss of peer status, loss of peer group, etc. (e.g., single to married, retiring from a fulltime job) Resocialization learning a new set of norms, attitudes, values, beliefs, and behaviors (e.g., military training, prison, mental institutions)