SOCIALIZATION

- The process whereby people learn the attitudes, values and actions appropriate to individuals
as members of a particular society.

Occurs through human interactions; we learn through people closest to us as well as

from the people we see on the streets, school, on TV, films, and magazines. Through
interaction and observation we learn how to behave “properly” and what to expect from
others if we follow or challenge society’s norms and values. If this doesn’t happen then
children of one generation will not be able to understand the demands and expectations of
their parents and the larger society. Socialization experiences have an impact on the shaping
of people’s personalities.

I. Importance of Socialization
A. Necessary for the development of the individual most especially in their
emotional growth.
Ex. Children reared in isolation and deprivation
B. Heredity is a significant factor in the growth and development of the individual
and both socialization and hereditary interacts or there is an interplay between
the two factors. Heredity provides for the native talents and potentials of the
individual while environment through socialization develops these talents and
potentialities.
C. Developing a self-identity – how an individual develops and alters a sense of
self because of social interaction

II. The Development of the Self

Interactionist theorists who made particular contributions to the understanding of
the self:

A. Charles Horton Cooley: Looking Glass Self

He advanced the belief that we learn who we are by interacting with others. Our
view of ourselves comes from not only thinking about our own personal qualities but also
from our impressions of how others perceive us. The looking glass self was a phrase used by
Cooley to emphasize that the self is the product of our social interactions with other people.

3 phases of developing a self-identity

1. we imagine how we appear to others – to relatives, friends, co-workers, even
strangers
2. then, we imagine how others perceive us. (whether attractive, intelligent, shy,
strange, etc.)
3. finally, we develop some sort of feeling about ourselves, such as respect or
shame, as a result of these impressions.
In Cooley’s view, the looking glass self is not especially influenced by each person we
meet. There are people whom we regard as most important in the development of the self
which he termed significant others.
One critical aspect of Cooley’s viewpoint however, is that since the self results from
an individual’s “imagination” of how others view him or her, there is a possibility that self
identities can be developed as a result of wrong or incorrect perceptions of how others see
us.
Self-identities are also subject to change. Ex. Effect of racism on an individual.
 B. George Herbert Mead: Emerging Self
Stages by which the self emerges
1. preparatory stage – children merely imitate the people around them, especially
family members with whom they continually interact.
2. As they grow older, they become more adept at the use of symbols. Symbols are
the gestures, objects and language which form the basis of human
communication. As they develop communication skills through symbols they
become more aware of social relationships and this leads to the play stage
wherein they are able to imitate the actions of others including adults. The child
now acts as a doctor, parent, or superhero.
3. the game stage wherein at about 8 or 9 years old, the child begins to consider
several tasks and relationships simultaneously. They are also able to understand
their roles and statuses as well as of those around them. For instance in a group
of boy scouts, he is aware of his being a member and the duties that being a
member entails as well as the authority of the troop leader.

Generalized others – term used by Mead to refer to the child’s ability to understand
the attitudes, viewpoints and expectations as a whole. This concept suggests that when an
individual acts he or she takes into account an entire group of people.
Ex. When a child acts in a courteous manner it is not merely to be pleasant but
because he understands that courtesy is a widespread social value endorsed by parents,
teachers, and others.
Mead is best known for this theory of the self – represents the sum total of people’s
perceptions, beliefs, and feelings about themselves. And as people mature, the self reflects
greater concern about the reaction of others.

C. Erving Goffman – another interactionist who contributed to the analysis of the

self.
1. Impression management – refers to the individual’s altering of the self in order
to
create distinctive appearances and to satisfy particular audiences. Because of this,
Goffman’s view has been called the dramaturgical approach wherein people resemble
performers or actors in action. Ex. A clerk may act very busy in the presence of a supervisor;
a waitress may pretend not to see a customer who wants to order more if they are on a
break.
2. face work – maintaining the proper image. Face-saving behavior must be
initiated if the self suffers because of embarrassment or some rejection. Ex. A young lady
who went to a dance and ended up as a wallflower may say that she left the dance early
because “she really wasn’t in the mood” or “there wasn’t anyone interesting in the crowd.”
Studied non-observance – refers to polite behavior which is intended to allow
face-saving.

As a summary, Cooley stressed the process by which we view ourselves; Mead

focused on how we learn to interact with others; while Goffman emphasized the ways in
which we consciously create images of ourselves for others.

III. 2 Types of Socialization that occur at many points during the individual’s life cycle

A. Anticipatory socialization – process of socialization in which the individual

“rehearses” for future social roles and statuses. A culture can function more
efficiently and smoothly if
 members become more acquainted with the norms, values, and behavior associated
with a social position before actually assuming that status.

B. Resocialization – refers to the process of discarding former behavior patterns

and accepting new ones as part of a transition in one’s life. Ex. Fathers who are actively
involved in the care of their infants
- more effective in total institutions wherein individuals are totally cut off from outside
society
- events such as marriage, parenthood, divorce, and unemployment require important
adjustments and resocialization.

IV. Stages of Socialization

Rites of passage – rituals marking the symbolic transition from one social position to
another. Ex. Debut, circumcision

A. Infant socialization – family is the center of the baby’s socialization process.

Involves habit training which is a relatively formal period of socialization. Deals with the
infant’s eating, sleeping habits, bottle feeding and its termination, and the acceptance of new
food. At this stage, infants are viewed as objects of socialization yet in turn they function as
socializers themselves because they they cause others to change their behavior patterns
themselves. If there are children to fulfill the role associated with childhood; then, there
should be persons to fulfill the roles associated with parenthood.

B. Childhood socialization – the family no longer accounts for the individual’s

entire world. In addition he has playmates, classmates, teachers, religious leaders and many
others to interact with. They are also influenced by TV, movies, comics, and children’s books.
Although the family no longer plays a central role it retains influence over the child by
determining which socialization experiences are acceptable or unacceptable. Ex. Decisions
on which friends to play with, TV and movies to watch, what school to attend, etc. The child
is now aware of his/her designated sex role or gender
School plays an important part in the socialization process. Reward and punishment
in the form of grades and teacher evaluations foster competition. The student subculture is
also a significant element. Children are introduced by older peers to attitudes and norms
concerning authority and learning that influence their everyday behavior. Schools transmit
the norms and values of a particular culture.
Television is also a critical force in socialization. Becomes the child’s favorite
playmate, it permits imitation and role playing but does not encourage more complex forms
of learning since watching TV is a passive experience. Children merely sit back and wait to be
entertained with the exception of programs like Sesame Street wherein children are assisted
in developing basic skills essential in learning. TV programs exposed children to lifestyles and
cultures of which they are unaware. It also exposes children to a great deal of violence and
this leads to more aggressive and hyperactive children.

C. Adolescent socialization – there is no definite point separating adolescence from

adulthood. This is characterized by a constant struggle to be independent on the part of the
adolescent and for parents to maintain their authority. Peer groups such as friendship
cliques, special interest clubs, and youth gangs, frequently assist adolescents in gaining some
degree of independence from parents and other authority figures; and also provide for
anticipatory socialization into new roles that the young person will later assume. Peer groups
serve a valuable function by assisting the transition to adult responsibilities. At home,
parents dominate; in school, the teenager must contend with teachers and administrators.
Within the peer group, a member can assert himself in a way that may not be possible
anywhere.

D. Socialization for work/occupational socialization – learning to behave

appropriately in an occupation. Cannot be separated from childhood and adolescent
socialization since individuals are fully exposed to occupational roles through observing the
work of parents, other people they meet in the course of their duties ( ex. doctors, teachers,
firefighters, policeman, etc.) and of individuals portrayed in media ( ex. presidents, athletes,
soldiers, etc.). These observations help to shape and often limit the type of work we may
consider. Ascribed and achieved statuses are also influential in affecting what occupations
people consider and pursue.

Classification of occupational socialization

1. career choice – selection of academic or vocational training appropriate for the
desired job.
2. anticipatory socialization inheritance of certain occupational roles. Maybe short
or be extended for a number of years.
3. conditioning and commitment – conditioning consists of reluctantly adjusting to
the more unpleasant aspects of a job; while, commitment refers to a person’s
acceptance of pleasurable duties during occupational socialization.
4. continuous commitment – occurs when a job proves to be satisfactory and
becomes an indistinguishable part of a person’s self-identity

Occupational socialization continues through one’s work history. Technological

advances may alter the requirements of the position and necessitates some degree of
resocialization. For example, the advent of computers required employees to undergo
training regarding its use. Changing occupations, employers, or places of work may occur
among individuals while they are active in the labor market

E. Marriage and Parenthood – socialization for these begins in childhood as part of

family life. Children observe their parents as they express affection, deal with finances,
quarrel, complain about in- laws, and so forth. This is an informal process of anticipatory
socialization wherein the child develops a tentative model of what being married and being a
parent is like. However, this doesn’t mean that the transition to establishing one’s own family
is smooth. Few opportunities which simulate marital role-playing are available and media
presentation of married life can be remarkably distorted. Each parental family is unique and
subject to different pressures. Ex. A newly married couple may decide to have a two-career
household and share child care; a direct contrast from their parents’ marital roles wherein
fathers work while mothers stay in the house to take care of the children. Divorce also results
in children not being able to witness or observe the home life of a married couple.

4 Factors related to Socialization that complicate transition to parenthood

1. There is little anticipatory socialization for the roles of parenthood. Socialization process
and the educational system tend to emphasize learning by doing. Subjects relevant to
successful family life such as child care, home maintenance, and communication skills
are given little attention in the school curriculum.
2. Only limited learning occurs during the period of pregnancy. For mothers preparing for
parenthood it is difficult since they must first become socialized to the status of expectant
mother which itself carries many distinct responsibilities. Men even have less preparation for
becoming parents.
 3. Transition to parenthood is abrupt; responsibilities cannot be taken in gradually unlike
socialization for work. Socialization process is not prolonged like in adolescence.
4. Society lacks clear and helpful guidelines concerning successful parenthood. Parents can
easily obtain information about children’s health, nutrition, and clothing needs, which may
provide some degree of anticipatory socialization yet there is little agreement on how parents
can produce “happy” and “well-adjusted” offspring (or even on what it means to be
well-adjusted). Socialization for parenthood involves difficult challenges.

F. Socialization for Later Years

- characterized by mid-life crisis; experiencing tumultuous conflicts within the self and the
external conflict. Men often experience a stressful period of self-evaluation between the
ages of 40 – 50. The individual realizes that he has not achieved basic goals and ambitions
and has little time left to do so. The flexibility in selecting objectives and aspirations leaves
a great deal of room for indecision or even failure.

How do we deal with mid-life crisis?

1. by devoting more time to jobs and career goals
2. by modifying aspirations and accepting more realistic ambitions
– either option may still lead to a sense of despair and failure and a lowered sense of the
self.

Even a successful person may experience mid-life crisis. Why? They can no longer
perceive themselves as “up and coming” and the physical signs of aging are impossible to
ignore forever.