Introduction to Sociology

1. Introduction to Sociology LP 3 Chapters 5, 6 & 7

2. Class Outline • For the good of the order… • Sociology Chapters 5 and 6 • Q&A

3. Competencies and Methodologies • Competencies • 3. Summarize the influence of socialization on human behavior. • 8. Analyze how institutions function in society. • Methodologies • Lecture,

4. Socialization The lifelong social experience by which people develop their human potential and learn culture

5. Social Experience Socialization • The lifelong social experience by which individuals develop their human potential and learn patterns of their culture Personality • A person’s fairly consistent patterns of thinking, feeling, and acting • Could a person’s personality develop without social interaction?

6. Nature and Nurture • Biological sciences–The role of nature • Elements of society have a naturalistic root. • Social sciences–The role of nurture • Most of who and what we are as a species is learned, or social in nature. • Behaviorism • Nature or nurture? • It is both, but from a sociological perspective, nurture matters more.

7. Social Isolation Effect on nonhuman primates: Harlows’ experiments • Six months of complete isolation was enough to disturb development. Effect on children: Anna and Isabelle • Years of isolation left both children damaged and only capable of approximating a normal life after intensive rehabilitation. Genie • Somewhat less isolated, but suffered permanent disabilities

8. Sigmund FreudElements of Personality • Basic human needs: Eros and thanatos as opposing forces • Developing personality • The id: Basic drives • The ego: Efforts to achieve balance • The superego: Culture within • Managed conflict • Id and superego are in constant states of conflict, with the ego balancing the two.

9. Critical Evaluation of Freud • Studies reflect gender bias. • Influences the study of personality • Sociologists note Freud’s contributions. • Internalization of social norms • Childhood experiences have lasting affect.

10. Jean PiagetCognitive Development Cognition • How people think and understand Stages of development • Sensorimotor stage: Sensory contact understanding • Preoperational stage: Use of language and other symbols • Concrete operational stage: Perception of causal connections in surroundings • Formal operational stage: Abstract, critical thinking

11. Critical Evaluation of Piaget • Differed from Freud, viewing the mind as active and creative. • Cognitive stages are the result of biological maturation and social experience. • Do people in all societies pass through Piaget’s four stages?

12. Lawrence KohlbergMoral Development • Moral reasoning • The ways in which individuals judge situations as right or wrong • Preconventional • Young children experience the world as pain or pleasure • Conventional • Teens lose selfishness as they learn to define right and wrong in terms of what pleases parents and conforms to cultural norms. • Postconventional • Final stage, considers abstract ethical principles

13. Critical Evaluation of Kohlberg • Like Piaget, viewed moral development as stages • Many people don’t reach the final stage. • Research limited to boys, generalized to population

14. Carol GilliganGender Factor Compared moral reasoning of girls and boys • Boys develop a justice perspective. • Formal rules define right and wrong. • Girls develop a care-and-responsibility perspective. • Personal relationships define reasoning. • Critical evaluation • Cultural conditioning accounted for the differences. • Male and female morals will probably become more similar as more women enter the workplace.

15. George Herbert MeadSocial Self Self–The part of an individual’s personality composed of self-awareness and self-image • Self develops only from social interaction. • Social experience is the exchange of symbols • Understanding intention requires imagining the situation from the other’s point of view. • By taking the role of the other, we become self-aware.

16. Mead • Cooley’s looking-glass self–A self-image based on how we think others see us • The I and Me: The self has two parts. • Active side of the self is “I” • Objective side of the self is “me”

17. MeadDevelopment of Self • Imitation • Infants mimic behavior without understanding intentions. • Play • Taking the roles of significant others • Games • Taking the roles of several others at once • Generalized other • Widespread cultural norms and values we use as a reference in evaluating ourselves

18. Figure 5.1Building on Social ExperienceGeorge Herbert Mead described the development of the self as a process of gaining social experience. That is, the self develops as we expand our capacity to take the role of the other.

19. Critical Evaluation of Mead • Mead found the root of both self and society in symbolic interaction. • Critics: Mead doesn’t allow biological elements.

20. Eric H. Erickson Eight stages of development Challenges throughout the life course Stage 1 - Infancy: trust (Versus mistrust) Stage 2 - Toddlerhood: autonomy (versus doubt and shame) Stage 3 - Preschool: Initiative (versus guilt) Stage 4 - Preadolescence: Industriousness (versus inferiority)

21. EricksonStages 5-8 Stage 5 - Adolescence: Gaining identity (versus confusion) Stage 6 - Young adulthood: Intimacy (versus isolation) Stage 7 - Middle adulthood: Making a difference (versus self-absorption) Stage 8 - Old age: Integrity (versus despair)

22. Critical Evaluation of Erickson This theory views personality as a lifelong process and success at one stage prepares us for the next challenge. • Critics: Not everyone confronts the challenges in the same order. • Not clear if failure to meet one challenge predicts failure in other stages • Do other cultures share Erickson’s definition of successful life?

23. Agents of Socialization • The Family • The School • The Peer Group • The Mass Media

24. The Family • Most important agent • A loving family produces a happy well-adjusted child. • Parental attention is very important • Bonding and encouragement • Household environment • Stimulates development • Social position • Race, religion, ethnicity, class

25. National Map 5.1Racially Mixed People across the United States

26. The School • Experience diversity • Racial and gender clustering • Hidden curriculum • Informal, covert lessons • First bureaucracy • Rules and schedule • Gender socialization begins • From grade school through college, gender-linked activities are encountered.

27. Peer Groups A social group whose members have interests, social position and age in common • Developing sense of self that goes beyond the family • Young and old attitudes and the “generation gap” • Peers often govern short-term goals while parents influence long-term plans. • Anticipatory socialization • Practice working toward gaining desired positions

28. The Mass Media • Televisions in the United States • 98% of households have at least one TV. • Two-thirds of households have cable or satellite. • Hours of viewing television • Average household = 7 hours per day • Almost half of individuals’ free time • Children average 5 ½ hours per day. • Television, videotapes, video games Impersonal communications aimed at a vast audience

29. Figure 5.2Television Ownership in Global Perspective

30. Criticisms About Programming • Some concerns about race and gender inequality in representation • Some conservative concerns about advancing liberal causes–“politically correct” • Violence in mass media • A 1998 survey: Two-thirds of TV programming contains violence; characters show no remorse and aren’t punished. • In 1997, the television industry adopted a rating system.

31. Socialization and Life Course • Each stage of life is linked to the biological process. • Societies organize the life course by age. • Other factors shape lives: race, class, ethnicity, and gender. • Stages present problems and transitions that involve learning.

32. Global Map 5.1Child Labor in Global Perspective

33. The Life Course • Childhood (birth through 12) • The “hurried child” • Adolescence (the teenage years) • Turmoil attributed to cultural inconsistencies. • Adulthood • Early: 20-40, conflicting priorities • Middle: 40-60, concerns over health, career and family • Old age (mid-60s and older) • More seniors than teenagers • Less anti-elderly bias • Role exiting

34. Dying • 85% of Americans die after age 55. • Elisabeth Kübler-Ross stages of dying • Denial • Anger • Negotiation • Resignation • Acceptance

35. The Life Course Patterns and Variations Beloit College

36. Life Course Generation Variation • Strauss and Howe • Generations • Eighteen Generations since 1620s • 7 remain alive • 2 remnant generations • Five major cohorts

37. GI Generation 1901 and 1924 Civic generation

38. Silent Generation 1925 and 1942 Adaptive cohort

39. Baby Boom 1943 and 1960 Idealists

40. Thirteenth Generation 1961 and 1981 Reactive Pattern

41. Millennial Generation Today’s Children Similar to the civic style of the GI Generation

42. Total Institutions A setting in which people are isolated from the rest of society and manipulated by an administrative staff. Erving Goffman • Staff supervises all daily life activities • Environment is standardized. • Formal rules and daily schedules

43. Resocialization • Staff breaks down identity. • Goffman: “Abasements, degradations, humiliations, and profanations of self” • Staff rebuilds personality using rewards and punishments. • Total institutions affect people in different ways. • Some develop an institutionalized personality. Efforts to radically change an inmate’s personality by carefully controlling the environment

44. Are We Free Within Society? • Society shapes how we think, feel and act. • If this is so, then in what sense are we free? • Margaret Mead: “Never doubt that a small group of thoughtful, committed citizens can change the world, indeed, it is the only thing that ever has.”

45. Social Interaction In Everyday Life The process by which people act and react in relation to others

46. Social Interaction • The symbolic interaction paradigm • Humans rely on social structure to make sense out of everyday situations.

47. Status • A social position that a person holds • Status set • All the statuses held at one time • Dance partner • Boss • Friend • Harley club member • Sports participant • Business manager

48. Type of Status • Ascribed: Involuntary positions • Achieved: Voluntary positions Often the two types work together. What we’re ascribed often helps us achieve other statuses. • Master status: Has special importance for social identity, often shaping a person’s entire life.

49. Race as a Master Status Martin Luther King Jr.

50. Role The behavior expected of someone who holds a particular status • Role set • A number of roles attached to a single status • Example: status of mother • Disciplinarian • Sports authority • Dietitian • Dr. Mom • Pretty mom