Socialization

O Slmply speaklng lLs the |nteract|on b]w soc|a| part|es and soc|ety"
O efers Lo Lhe process of |nher|t|ng norms customs and |deo|og|es lL may provlde Lhe
lndlvldual wlLh Lhe skllls and hablLs necessary for parLlclpaLlng wlLhln Lhelr own socleLy
O A socleLy develops a culLure Lhrough a plurallLy of shared norms cusLoms values LradlLlons
soclal roles symbols and languages SoclallzaLlon ls Lhus 'the means by wh|ch soc|a| and
cu|tura| cont|nu|ty are atta|ned'
O Accordlng Lo hunL Soc|a||zat|on |s the hub of soc|ety" Pe furLher explalned for the process of
Soc|a||zat|on |t |s very necessary that the peop|e who form the soc|ety must |nterm|ng|e w|th
oneanother
O Shakespeare rlghLly sald "soc|ety |s no comfort to one who |s not soc|ab|e"
Consequences of Soc|a||zat|on
1 sLabllshes selfconcepLs
2 CreaLes Lhe capaclLy for role Laklng
3 CreaLes Lhe Lendency for people Lo acL ln soclally accepLable ways
4 ,akes people bearers of culLure
Agents of Soc|a||zat|on
Accordlng Ll german soclologlsL ,arLlndale os|t|ve soc|a||zat|on ex|sts |n a soc|ety |n the soc|a|
|nst|tut|ons p|ays the|r due ro|e w|th fu|| respons|b|||ty"
1 Iam|||es
amllles lnLroduce chlldren Lo Lhe expecLaLlons of socleLy
Pow parenLs deflne and LreaL a chlld ls cruclal Lo Lhe developmenL of Lhe chlld's sense of self
Some famllles emphaslze educaLlonal achlevemenL some may be more permlsslve whereas
oLhers emphaslze sLrlcL obedlence and dlsclpllne
2 1he Med|a
O @he average young person (age 819) spends 6 3/4 hours per day lmmersed ln medla ln varlous
forms ofLen uslng mulLlple medla forms slmulLaneously
O @elevlslon ls Lhe domlnanL medlum alLhough half of all youLh use a compuLer dally
O AnalysLs esLlmaLe LhaL by age 18 Lhe average chlld wlll have wlLnessed aL leasL 18000 slmulaLed
murders on Lelevlslon
3 eers
O or chlldren peer culLure ls an lmporLanL source of ldenLlLy
O @hrough lnLeracLlon wlLh peers chlldren learn concepLs of self galn soclal skllls and form
values and aLLlLudes
4 lrls' peer groups Lend Lo be closely knlL and egallLarlan
4 oys' peer groups Lend Lo be more hlerarchlcal wlLh evldenL sLaLus dlsLlncLlons
beLween members
4 ke||g|on
O Chlldren Lend Lo develop Lhe same rellglous bellefs as Lhelr parenLs
O Iery ofLen Lhose who dlsavow rellglon reLurn Lo Lhelr orlglnal falLh aL some polnL ln Lhelr llfe
especlally lf Lhey have sLrong Lles Lo Lhelr famlly of orlgln and afLer Lhey form famllles of Lhelr
own
S Sports
O @hrough sporLs men and women learn concepLs of self
O ,en learn LhaL belng compeLlLlve ln sporLs ls consldered a parL of manhood"
O CurrenL research flnds LhaL women ln sporLs develop a sLrong sense of bodlly compeLence
whlch ls Lyplcally denled Lo Lhem by Lhe prevalllng culLural lmages of women's bodles
6 Schoo|s
O ln school Leachers and oLher sLudenLs are Lhe source of expecLaLlons LhaL encourage chlldren
Lo Lhlnk and behave ln parLlcular ways
O esearch flnds LhaL Leachers respond dlfferenLly Lo boys Lhan Lo glrls wlLh boys recelvlng more
of Lhelr aLLenLlon
O @he blJJeo cottlcolom conslsLs of Lhe lnformal and ofLen subLle messages abouL soclal roles
conveyed Lhrough classroom lnLeracLlon and maLerlals
sychoana|yt|c
1heory of
Soc|a||zat|on
Cb[ect
ke|at|ons
1heory of
Soc|a||zat|o
n
Soc|a| Learn|ng
1heory of
Soc|a||zat|on
Iunct|ona||st
1heory of
Soc|a||zat|on
Conf||ct 1heory of
Soc|a||zat|on
Symbo||c Interact|on
1heory of
Soc|a||zat|on
Ind|v|dua|
Learn|ng
process

unconsclous
mlnd shapes
behavlor
lnfanLs
ldenLlfy
wlLh same
sex parenL
eople
respond Lo
soclal sLlmull ln
Lhelr
eople
lnLernallze
role
expecLaLlons
AsplraLlons LhaL are
parL of ldenLlLy are
shaped by avallable
opporLunlLles
Chlldren learn by
Laklng Lhe role of
slgnlflcanL oLhers
envlronmenL ln socleLy
Iormat|o
n of se|f

merges from
Lenslon
beLween ld and
superego
merges
Lhrough
separaLlng
oneself
from
prlmary
careLaker
CreaLed
Lhrough
lnLeracLlon of
menLal and
soclal worlds
lnLernallzlng
Lhe values of
socleLy
relnforces
soclal
consensus
roup
consclousness ls
formed ln Lhe
conLexL of a sysLem
of lnequallLy
merges as Lhe
creaLlve self lnLeracLs
wlLh soclal
expecLaLlons of
oLhers
Inf|uence
of soc|ety

SocleLal
expecLaLlons
are represenLed
by Lhe superego
ulvlslon of
labor ln Lhe
famlly
shapes
ldenLlLy
?oung chlldren
learn prlnclples
LhaL shape Lhe
exLernal world
SocleLy relles
on conformlLy
Lo malnLaln
soclal
equlllbrlum
Soclal conLrol agenLs
exerL pressure Lo
conform
xpecLaLlons of
oLhers form Lhe
conLexL for learnlng
soclal roles

Natura||sts vs fundamenta||st Schoo| of thought
Natura||sts (Nature)
O SoclallzaLlon ls an automat|c process
O Nature ls all ln all (Lhere ls no one Lo Leach u abouL manners eLlqueLLes eLc buL all ls Lhrough
naLure)
O @hey followed Darw|n|an theory of evo|ut|on
Iundamenta||st (Nurture)
O Also called behavlorlsL school of LhoughL
O aLher ls ! WaLson
O 1he 8ehav|or Cf A erson Ior 1he rocess Cf Soc|a||zat|on Is Important And It Is A|ways
Learned"
Compar|son of Nature Vs Nurture
@hus from above we can say LhaL when sclenLlsLs flrsL ralsed quesLlons abouL human developmenL
Lhey Lended Lo Lake one of Lwo exLreme poslLlons Some belleved LhaL naLure" conLrolled every aspecL
of developmenL LhaL behavlor feellngs and personallLy were dlcLaLed solely by genes (,c uougall
1908) CLher belleved Lhe opposlLe LhaL when exposed Lo he correcL envlronmenL lnfanLs could be
moulded Lhrough nurLure" Lo become any klnds of person ( ! WaLson1928)
O Allen G. Johnson gives a very beautiIul answer to this regard in his book 'Human
arrangement.
O ' How do we explain the Iact that dogs can see '. The 'nature explanation is that they
see because they have genes that result in eyes. But iI we take a healthy puppy and raise
it in total darkness, it will be utterly blind when Iull grown. The dog`s genes gave it
perIectly good eyes, but now it can not see.
O I eyes are not exposed to light, they become useless. s sight, then, simply a matter oI
environment? No again, Ior all the light in the world will not enable eyeless dog to see.
The answer lies in neither genes nor the environment but in the combination oI the two
O ThereIore , most scientists no longer consider the issue oI nature versus nurture to be a
real debate, but its important extends are beyond science.
Ways of soc|a||zat|on
Accordlng Lo soclologlsLs Lhree are Lwo ways Lo soclallze lndlvlduals @hey are
1 Cu|tura| cond|t|on|ng
CulLural condlLlonlng ls a process of |earn|ng by repet|t|on]|m|tat|on Such Lype of learnlng mosLly Lakes
place ln chlldhood when learnlng by reason ls dlfflculL and rare lL ls also referred as |nst|nctua|
|earn|ng because |n ch||dren |nst|ncts are dom|nant over reasons Such learnlng lncludes learnlng Lo
walk Lalk rellglous fundamenLals obedlence Lo parenLs eLc Lhls cu|tura| cond|t|on|ng he|ps pr|mary
soc|a||zat|on whlch enables chlld Lo become Lhe member of socleLy
2 ersona|soc|a| |earn|ng
When a chlld grows up learnlng by condlLlon slows down and |earn|ng by reason speeds up @he soclal
lnLeracLlon plays a vlLal role ln Lhls Lype of learnlng because by lnLeracLlon experlences are LransmlLLed
among Lhe people @hls Lype of learnlng occurs aL Lhe sLage of secondary soclallzaLlon
O Socialization is the method of learning acceptable behavior from other people. A baby is born with
no knowledge on what conduct is considered proper or improper until he is taught by parents and
peers. Selective exposure, modeling, identification, positive reinforcement, negative reinforcement
and nurturance are all methods of socialization.
SeIecLIve Exposure
O Selective exposure is a socialization method that controls what influences a person is exposed to.
This is also known as planned socialization, because it takes effort to decide and implement positive
influences only. t involves removing negative influences from the person being socialized.
odeIIng
O Another method of socialization is modeling, which means the person being socialized sees a
person she admires and chooses to imitate his behavior. This is also known as natural socialization,
because the person being socialized decides on their own who is worthy of modeling and who is not.
denLIIIcuLIon
O dentification takes modeling a step further. nstead of simply imitating a person's behavior, the
person being socialized starts to identify with that person. They see themselves as having the same
characteristics as the person they are modeling.
!osILIve ReInIorcemenL
O Positive reinforcement teaches a person which behaviors are socially acceptable because they are
rewarded for those behaviors with affection or praise. For example, softball team members gives a
person high-fives when they hit a home run.
eguLIve ReInIorcemenL
O Negative reinforcement teaches people which behaviors are not acceptable based on negative
feedback. For example, if children make fun of a kid because of a particular pair of shoes he's
wearing, he won't wear those shoes again.
urLurunce
O Nurturance is similar to negative and positive reinforcement because it involves both negative and
positive feedback, and that feedback comes from a person who the subject greatly admires, so their
reaction to a particular behavior has a bigger impact


Rud mo` "lut ^ tl S`x Htlod: o So`u!`:ut`ou
|o~.om ltt`~~~.lo~.om!`:to11o0:`xmtlod::o`u!`:ut`ou.ltm!`x::1Y1xl~~tl