A. Socialization is the lifelong process of social interaction through which individuals acquire
a self-identity and the physical, mental, and social skills needed for survival in society.
<s> B. Human Development: Biology and Society
<s> 1. Every human being is a product of biology, society, and personal experiences,
or heredity and environment.
<s> 2. Sociobiology is the systematic study of how biology affects social behavior.
<s> C. Social Isolation
<s> 1. Social environment is a crucial part of an individual's socialization;
people need social contact with others in order to develop properly.
<s> 2. Researchers have attempted to demonstrate the effects of social isolation on
nonhuman primates that are raised without contact with others of their own species.
<s> 3. Isolated children illustrate the importance of socialization.
<s> 4. The most frequent form of child maltreatment is child neglect.
<np>STOP: Define socialization and explain why this process is essential for the individual and society around the globe.
<np>II. SOCIALIZATION AND THE SELF
A. Without social contact, we cannot form a self-concept -- the totality of our beliefs and
feelings about ourselves.
<s> B. Sociological Theories of Human Development: Cooley and Mead
<s> 1. According to Charles Horton Cooley's looking-glass self, a person's sense of self is
derived from the perceptions of others through a three step process:
<fig>43322<s> a. We imagine how our personality and appearance will look to other people.
<s> b. We imagine how other people judge the appearance and personality that we think we present.
<s> c. We develop a self-concept.
<s> 2. George Herbert Mead linked the idea of self concept to role-taking -- the process by which
a person mentally assumes the role of another person in order to understand the world from
that person's point of view.
<s> a. Significant others are those persons whose care, affection, and approval are especially
desired and who are most important in the development of the self; these individuals are
extremely important in the socialization process.
<s> b. Mead divided the self into the "I" -- the subjective element of the self that represents
the spontaneous and unique traits of each person -- and the "me" -- the objective element of
the self, which is composed of the internalized attitudes and demands of other members of society
and the individual's awareness of those demands.
<np> c. Mead outlined three stages of self development:
(1) preparatory stage -- children largely imitate the people around them;
<s> (2) play stage (from about age 3 to 5) -- children learn to use language and other symbols,
thus making it possible for them to pretend to take the roles of specific people;
<s> (3) game stage -- children understand not only their own social position but also the positions of
others around them. At this time, the child develops a generalized other -- an awareness of the
demands and expectations of the society as a whole or of the child's subculture.
<fig>27099<s> 3. Interactionist perspectives such as Cooley's and Mead's contribute to our understanding of how the self
develops; however, these theories often do not take into account differences in people's experiences
based on race/ethnicity, class, religion, gender, or other factors.
<np>STOP: Explain why cases of isolated children are important to our understanding of the socialization process.
<np>II. SOCIALIZATION AND THE SELF
C. Psychological Theories of Human Development
<s> 1. In his psychoanalytic perspective, Sigmund Freud divided the mind into three interrelated parts:
<s> a. The id is the component of personality that includes all of the individual's basic biological drives
and needs that demand immediate gratification.
<s> b. The ego is the rational, reality-oriented component of personality that imposes restrictions
on the innate pleasure-seeking drives of the id.
<s> c. The superego consists of the moral and ethical aspects of personality. When a person is well-adjusted,
the ego successfully manages the opposing forces of the id and the superego.
<s> 2. Jean Piaget's theory of cognitive development is based on the assumption that there are four stages of
cognitive development based on how children understand the world around them:
<s> a. Sensorimotor Stage (birth to age 2) -- children understand the world only though sensory contact
and immediate action because they cannot engage in symbolic thought or use language.
<s> b. Preoperational Stage (ages 2-7) -- children begin to use words as mental symbols and to develop
the ability to use mental images.
<s> c. Concrete Operational Stage (ages 7-11) -- children think in terms of tangible objects and actual
events; they also can draw conclusions about the likely physical consequences of an action without
always having to try it out.
<s> d. Formal Operational Stage (age 12 through adolescence) -- adolescents are able to engage in highly
abstract thought and understand places, things, and events they have never seen. Beyond this point,
changes in thinking are a matter of changes in degree rather than in the nature of their thinking.
<np> 3. Lawrence Kohlberg set forth three levels of moral development:
a. Preconventional Level (ages 7-10) -- children give little consideration to the views of others.
<s> b. Conventional Level (age 10 through adulthood) -- children initially believe that behavior is right
if it receives wide approval from significant others, including peers, and then a law-and-order
orientation, based on how one conforms to rules and laws.
<s> c. Postconventional Level (few adults reach this stage) -- people view morality in terms of individual
rights. At the final stage of moral development, "moral conduct" is judged by principles based on
human rights that transcend government and laws.
<s> 4. Gender and Moral Development
<s> a. One of the major critics of Kohlberg's work was psychologist Carol Gilligan, who noted that
Kohlberg's model was based solely on male responses.
<s> b. To correct this perceived oversight, Gilligan examined morality in women by interviewing
twenty-eight pregnant women who were deciding whether or not to have an abortion.
<np>III. AGENTS OF SOCIALIZATION
A. Agents of socialization are the persons, groups, or institutions that teach us what we need
to know in order to participate in society. These are the most pervasive agents of
socialization in childhood:
<s> B. The family is the most important agent of socialization in all societies.
<s> 1. Functionalists emphasize that families are the primary locus for the procreation and socialization
of children, as well as the primary source of emotional support.
<s> 2. To a large extent, the family is where we acquire our specific social position in society.
<fig>38038<s> 3. Conflict theorists stress that socialization reproduces the class structure in the next generation.
<fig>38038<np> C. The school has played an increasingly important role in the socialization process as the amount of
specialized technical and scientific knowledge has expanded rapidly.
<s> 1. Schools teach specific knowledge and skills; they also have a profound effect on a child's self-image,
beliefs, and values.
<fig>24001<s> 2. From a functionalist perspective, schools are responsible for:
a. socialization -- teaching students to be productive members of society.
<s> b. transmission of culture.
<s> c. social control and personal development.
<s> d. the selection, training, and placement of individuals on different rungs in the society.
<fig>24001<s> 3. According to conflict theorists such as Samuel Bowles and Herbert Gintis, much of what happens in
school amounts to a hidden curriculum -- the process by which children from working class and lower
income families learn to be neat, to be on time, to be quiet, to wait their turn, and to remain
attentive to their work -- attributes that are important for later roles in the work force.
<np> D. A peer group is a group of people who are linked by common interests, equal social position, and
(usually) similar age.
<fig>Ls014212<s> 1. Peer groups function as agents of socialization by contributing to our sense of "belonging"
and our feelings of self worth.
<s> 2. Individuals must earn their acceptance with their peers by meeting the group's demands for a high
level of conformity to its own norms, attitudes, speech, and dress codes.
<s> E. The mass media is an agent of socialization that has a profound impact on both children and adults.
<w> There are several excellent sites for exploring information on the media's impact. Visit any of the following sites. Center for Media Education, http://www.cme.org/cme/ Media Watch, an organization dedicated to challenging racism and sexism in the media, http://www.nctv.org
<url>http://www.cme.org/cme/
<s> 1. The media function as socializing agents in several ways:
a. they inform us about events.
<s> b. they introduce us to a wide variety of people.
<s> c. they provide an array of viewpoints on current issues.
<s> d. they make us aware of products and services that, if we purchase them, supposedly will help
us to be accepted by others.
<s> e. they entertain us by providing the opportunity to live vicariously (through other people's experiences).
<s> 2. Television is the most pervasive form of media; ninety-eight percent of all homes in the United States
have at least one television set.
<s> 3. All mass media, including newspapers, magazines, radio, musical recordings, and books, socialize us in
ways that we may or may not be consciously aware of.
<np>STOP: State the major agents of socialization and describe their effects on children's development.
<np>IV. GENDER AND RACE/ETHNIC SOCIALIZATION
A. Gender socialization is the aspect of socialization that contains specific messages and practices
concerning the nature of being female or male in a specific group or society.
<s> 1. Families, schools, and sports tend to reinforce traditional roles through gender socialization.
<s> 2. From an early age, media, including children's books, television programs, movies, and music
provide subtle and not-so-subtle messages about masculine and feminine behavior.
<s> B. Racial socialization is the aspect of socialization that contains specific messages and practices concerning
the nature of one's racial or ethnic status as it relates to:
<vp>VIDEO: School integration during the civil rights era had important racial socialization repercussions.
<v>V17
<s> 1. personal and group identity.
<s> 2. intergroup and inter-individual relationships.
<s> 3. position in the social hierarchy.
<np>STOP: Outline the stages of the life course and explain how each stage varies based on gender, race/ethnicity, class, and positive or negative treatment.
<np>V. SOCIALIZATION THROUGH THE LIFE COURSE
A. Socialization is a lifelong process: each time we experience a change in status, we learn a new
set of rules, roles, and relationships.
<s> 1. Even before we enter a new status, we often participate in anticipatory socialization -- the process
by which knowledge and skills are learned for future roles.
<s> 2. The most common categories of age are infancy, childhood, adolescence, and adulthood (often
subdivided into young adulthood, middle adulthood, and older adulthood).
<s> B. During infancy and early childhood, family support and guidance are crucial to a child's developing
self-concept; however, some families reflect the discrepancy between cultural ideals and reality -- children
grow up in a setting characterized by fear, danger, and risks that are created by parental neglect, emotional
maltreatment, or premature economic and sexual demands.
<fig>41037<s> C. Anticipatory socialization for adult roles often is associated with adolescence; however, some young
people may plunge into adult responsibilities at this time.
<fig>Tr004339<s> D. In early adulthood (usually until about age forty), people work toward their own goals of creating
meaningful relationships with others, finding employment, and seeking personal fulfillment.
Wilbert Moore divided workplace, or occupational, socialization into four phases:
<s> 1. career choice.
<s> 2. anticipatory socialization.
<s> 3. conditioning and commitment.
<s> 4. continuous commitment.
<np> E. Between the ages of 40 and 60, people enter middle adulthood, and many begin to compare their
accomplishments with their earlier expectations.
<s> F. In older adulthood, some people are quite happy and content; others are not. Difficult changes in adult
attitudes and behavior may occur in the last years of life when people experience decreased physical ability
and social devaluation -- when a person or group is considered to have less social value than other groups.
<s> G. It is important to note that everyone does not go through certain passages or stages of a life course at
the same age and that life course patterns are strongly influenced by race, ethnicity, and social class, as well.
<np>VI. RESOCIALIZATION
A. Resocialization is the process of learning a new and different set of attitudes, values, and behaviors
from those in one's previous background and experience.
<fig>Ls000051<s> B. Voluntary resocialization occurs when we enter a new status of our own free will (e.g., medical or
psychological treatment or religious conversion). Involuntary resocialization occurs against a person's
wishes and generally takes place within a total institution -- a place where people are isolated from the rest
of society for a set period of time and come under the control of the officials who run the institution.
Examples include military boot camps, prisons, concentration camps, and some mental hospitals.
<np>VII. SOCIALIZATION IN THE FUTURE
A. Families are likely to remain the institution that most fundamentally shapes and nurtures personal
values and self-identity.
<s> B. However, parents increasingly may feel overburdened by this responsibility, especially without
societal support -- such as high-quality, affordable child care -- and more education in parenting skills.
<s> C. A central issue facing parents and teachers as they socialize children is the growing dominance of the
media and other forms of technology.
<s> D. With the rapid pace of technological change, socialization must anticipate -- and consider the
consequences of -- the future.
<end>
<nq>20
<ques>_____ is the lifelong process of social interaction through which individuals acquire a self-identity.
<c1>Human development
<c2>Socialization
<c3>Behavior modification
<c4>Imitation
<ans>b<expl>Socialization is the lifelong process of social interaction through which individuals acquire a self-identity. (p. 72)
<ques>The systematic study of how biology affects social behavior is known as:
<c1>sociophysiology.
<c2>sociobiology.
<c3>sociology.
<c4>social psychology.
<ans>b<expl>The systematic study of how biology affects social behavior is known as sociobiology. (p. 73)
<ques>In discussing child maltreatment, the text points out that:
<c1>many types of neglect constitute child maltreatment.
<c2>the extent of this problem has been exaggerated by the media.
<c3>most sexual abuse perpetrators are punished by imprisonment.
<c4>most child maltreatment occurs in families living below the poverty line.
<ans>a<expl>In discussing child maltreatment, the text points out that many types of neglect constitute child maltreatment. (p. 74)
<ques>Harry and Margaret Harlow's experiment with rhesus monkeys demonstrated that:
<c1>food was more important to the monkeys than warmth, affection, and physical comfort.
<c2>monkeys cannot distinguish between a nonliving "mother substitute" and their own mother.
<c3>socialization is not important to rhesus monkeys; their behavior is purely instinctive.
<c4>without socialization, young monkeys do not learn normal social or emotional behavior.
<ans>d<expl>Harry and Margaret Harlow's experiment with rhesus monkeys demonstrated that without socialization, young monkeys do not learn normal social or emotional behavior. (p. 75)
<ques>All of the following are components of the self-concept, except:
<c1>the physical self.
<c2>the active self.
<c3>the functional self.
<c4>the psychological self.
<ans>c<expl>All of the following are components of the self-concept, except: the functional self. (p. 77)
<ques>The theories of Charles Horton Cooley and George Herbert Mead can best be classified as _____ perspectives.
<c1>interactionist
<c2>functionalist
<c3>conflict
<c4>feminist
<ans>a<expl>The theories of Charles Horton Cooley and George Herbert Mead can best be classified as interactionist perspectives. (p. 81)
<ques>According to Charles Horton Cooley, we base our perception of who we are on how we think other people see us and on whether this seems good or bad to us. He referred to this perspective as the:
<c1>self-fulfilling prophecy.
<c2>generalized other.
<c3>looking-glass self.
<c4>significant other.
<ans>c<expl>According to Charles Horton Cooley, we base our perception of who we are on how we think other people see us and on whether this seems good or bad to us. He referred to this perspective as the looking-glass self. (p. 78)
<ques>The _____ refers to the child's awareness of the demands and expectations of society as a whole or of the child's subculture.
<c1>looking-glass self
<c2>id
<c3>ego
<c4>generalized other
<ans>d<expl>The generalized other refers to the child's awareness of the demands and expectations of society as a whole or of the child's subculture. (p. 79)
<ques>All of the following are stages in Mead's theory of self development, except the:
<c1>anticipatory stage.
<c2>game stage.
<c3>play stage.
<c4>preparatory stage.
<ans>a<expl>All of the following are stages in Mead's theory of self development, except the anticipatory stage. (p. 79)
<ques>According to Sigmund Freud, the _____ consists of the moral and ethical aspects of personality.
<c1>id
<c2>ego
<c3>super ego
<c4>libido
<ans>c<expl>According to Sigmund Freud, the super ego consists of the moral and ethical aspects of personality. (p. 81)
<ques>Which of the following is not one of Jean Piaget's stages of cognitive development?
<c1>preoperational
<c2>concrete operational
<c3>formal operational
<c4>post operational
<ans>d<expl>The post operational stage is not one of Jean Piaget's stages of cognitive development. (pp. 82-83)
<ques>The stages of moral development were initially set forth by _____ and then criticized by _____.
<c1>Charles Horton Cooley -- George Herbert Mead
<c2>Lawrence Kohlberg -- Carol Gilligan
<c3>Jean Piaget -- Lawrence Kohlberg
<c4>Sigmund Freud -- Jean Piaget
<ans>b<expl>The stages of moral development were initially set forth by Lawrence Kohlberg and then criticized by Carol Gilligan. (p. 83)
<ques>According to the text, the most important agent of socialization in all societies is the:
<c1>family.
<c2>peer group.
<c3>school.
<c4>church.
<ans>a<expl>According to the text, the most important agent of socialization in all societies is the family. (p. 85)
<ques>Sociologist Melvin Kohn has suggested that _____ is one of the strongest influences on what and how parents teach their children.
<c1>race/ethnicity
<c2>religion
<c3>social class
<c4>age
<ans>c<expl>Sociologist Melvin Kohn has suggested that social class is one of the strongest influences on what and how parents teach their children. (p. 85)
<ques>Currently, more than _____ percent of all U.S. preschool children are in day care of one kind or another.
<c1>15
<c2>25
<c3>50
<c4>75
<ans>c<expl>Currently, more than 50 percent of all U.S. preschool children are in day care of one kind or another. (p. 85)
<ques>As agents of socialization, peer groups are thought to "pressure" children and adolescents because:
<c1>individualism is encouraged and rewarded in these groups.
<c2>individuals must earn their acceptance with their peers by conforming to the group's norms.
<c3>individuals are encouraged to put friendship above material possessions.
<c4>individuals are discouraged from making long-term friends in the peer group.
<ans>b<expl>As agents of socialization, peer groups are thought to "pressure" children and adolescents because individuals must earn their acceptance with their peers by conforming to the group's norms. (p. 86)
<ques>_____ percent of all homes in the United States have at least one television set.
<c1>Ninety-eight
<c2>Ninety-five
<c3>Eighty-five
<c4>Sixty
<ans>a<expl>Ninety-eight percent of all homes in the United States have at least one television set. (p. 87)
<ques>The process by which knowledge and skills are learned for future roles is known as:
<c1>resocialization.
<c2>anticipatory socialization.
<c3>cybersocialization.
<c4>expectant socialization.
<ans>b<expl>The process by which knowledge and skills are learned for future roles is known as anticipatory socialization. (p. 90)
<ques>Social devaluation is most likely to be experienced during this stage of the life course:
<c1>infancy and childhood.
<c2>adolescence.
<c3>early adulthood.
<c4>older adulthood.
<ans>d<expl>Social devaluation is most likely to be experienced during older adulthood.(p. 92)
<ques>All of the following are examples of voluntary resocialization, except:
<c1>becoming a student.
<c2>going to prison.
<c3>becoming a Buddhist.
<c4>joining Alcoholics Anonymous.
<ans>b<expl>All of the following are examples of voluntary resocialization, except: going to prison. (p. 93)
<tf>15
<ques>Around the globe, the process of socialization is essential for the survival of both the society and the individual.
<ans>T<expl>None(p. 72)
<ques>Most human actions are social, either in their cause or in their consequences.
<ans>T<expl>None(p. 73)
<ques>Unlike humans, nonhuman primates such as monkeys and chimpanzees do not need social contact with others of their species in order to develop properly.
<ans>F<expl>Even nonhuman primates need social contact with others of their species in order to develop properly. (p. 75)
<ques>The cases of "Anna" and "Genie" make us aware of the importance of the socialization process because they show the detrimental effects of social isolation and neglect.
<ans>T<expl>None(pp. 75-76)
<ques>According to Charles H. Cooley, our sense of self is permanently fixed.
<ans>F<expl>According to Cooley, our sense of self is not permanently fixed; it is always developing as we interact with others. (p. 78)
<ques>According to George H. Mead, significant others are most important in the development of self.
<ans>T<expl>None(p. 78)
<ques>Sigmund Freud theorized that our personalities are largely unconscious -- hidden away outside our normal awareness.
<ans>T<expl>None(p. 81)
<ques>Carol Gilligan's research indicated evidence of male-female differences with regard to morality.
<ans>T<expl>None(p. 83)
<ques>Studies have confirmed that women are more compassionate than men.
<ans>F<expl>Studies have not confirmed that women are more compassionate than men. (p. 84)
<ques>The most pervasive agents of socialization in childhood are the family, the school, and the church.
<ans>F<expl>The most pervasive agents of socialization in childhood are the family, the school, peer groups, and the mass media. (p. 84)
<ques>Conflict theorists assert that students have different experiences in the school system, depending on their class, racial-ethnic background, gender, and the neighborhood in which they live.
<ans>T<expl>None(p. 86)
<ques>Gender socialization contributes to people's beliefs about what the "preferred" sex of a child should be and in influencing our beliefs about acceptable behaviors for males and females.
<ans>T<expl>None(p. 88)
<ques>According to Box 3.2, software programs for high school students are the fastest growing segment of the educational market for home computers.
<ans>F<expl>Software programs for preschool and kindergarten children are the fastest growing segment of the educational market for home computers. (p. 88)
<ques>Occupational socialization tends to be most intense immediately after a person makes the transition from school to the workplace.
<ans>T<expl>None(p. 92)
<ques>Voluntary socialization generally takes place within a total institution.
<ans>F<expl>Involuntary socialization generally takes place within a total institution. (p. 93)
