Enculturation

 Enculturation and socialization

 Culture, parenting, and Families
 Culture and peers

Enculturation and Socialization

Socialization

• It refers to a lifelong social experience by which people develop their human potential and learn
culture.

Enculturation

• The process by which people learn the requirements of their surrounding culture and acquire the
values and behaviors appropriate or necessary in that culture

Three Goals of Socialization

• It teaches impulse control and help individuals develop a conscience.

It teaches individuals how to prepare for and perform certain social roles It cultivates shared sources
of meaning and value

Mead and the Development of the Social Mind (SELF) The 'self' is a sociological concept.

George Herbert Mead

He is regarded as one of the founders of social psychology and of what has come to be referred to as
the Chicago sociological tradition.

This process is characterized by Mead as the "I" and the "me. "The "me" is the social self and the "I"
is the response to the "me" In other words, the "I" is the response of an individual to the attitudes of
others, while the "me" is the organized set of attitudes of others which an individual assumes.

Four-stage process of self development

Imitation
Imitation is a term used by social learning theorists to describe the way in which an individual
copies the behavior of a role model.

Play

-The child takes different roles he/she observes in "adult" society, and plays them out to gain
understanding of the different social roles.

-The child learns to become both subject and object and begins to become able to build a self.

• Game
-The child must take the role of everyone else involved in the game.

-Organizations begins and definite personalities start to emerge.

"The Generalized Other"

-The individual understands what kind of behavior is expected or appropriate in different social
setting.
SELF CONCEPT

The sum of a being's knowledge and understanding of his/herself.

Components:

-Physical

-Psychological

-Social attributes

Cultural Identity

• Is one's feeling of identity or affiliation with a group or culture.

Ethnic Identity

The Identification with a certain ethnicity, usually on the basis of a presumed common genealogy or
ancestry

National Identity

Is an ethical and philosophical concept whereby all humans divided into groups called nation.

Religious Identity

Is the set of beliefs and practices generally held by an individual involving adherence to codified
beliefs and rituals.

Norm

Is a rule that guides the behavior of member of a society or group.

Things that exist in society independent of individuals and that shape our thoughts and behavior.

Normal

• Refers to that which conforms to norms

Normative
Refers to what we perceive as normal, or what we think should be normal, regardless of whether it
actually is

• Refers to beliefs that are expressed as directives or value of judgement

The process of socialization is guided by norms and taught to us by those around us.

Social Sanction

"We will face sanctions if we break them"

Values

Culturally defined standards that people use to decide what is desirable, good, and beautiful, and
that serve as broad guidelines for social living.

Aspects of sociological concept of value

Values exist at different levels of generality of abstraction

Values tend to be hierarchically arranged

Values are explicit and implicit in varying degrees

Values often are in conflict with one another

Status and Roles

Are important concepts in socialization because the behavior of young members of society are
controlled by assigning them certain status which they will enact. "we can deal with anyone, we need
to know who the person is"

Status

Position in a social system

Refers to a social position that a person holds.

Can be ascribed or achieved, given or accomplished, respectively

Ascribed status

• A social position receives at birth or takes on involuntarily later in life.

Achieved Status

Social position a person takes on voluntarily that reflects personal identity and effort.

Role

Refers to the behavior expected of someone who holds a particular status

A person who holds a status and perform a role

Role Strain

Conflict among the roles connected to two or more statuses.

Results from the competing demands of two or more roles that vie for our time and energy.

Erving Goffman

• He first articulated the idea of Impression management

• Individuals may improvise on the performance on their role so that they appear "presentable" in
the situation.

Role Manipulation

• Through impression management has bearing on the formation of a person's self- identity.

Impression Management

• Is a concept to be taken very seriously. It has the power and influence to create a favorable public
opinion of a particular person.

It can break or repair a damaged persona.

 Culture, parenting, and Families

CULTURE, PARENTING, AND FAMILIES

Margaret Mead proposed that by observing the interaction of parents, we arenpassed
from one generation to the next

 Most important microsystem to a child's development: Family

 Most important agents: Parents

BEATRICE WHITING AND JOHN WHITING'S SIX CULTURES STUDY

One of the most well-known and in-depth studies of parenting, children, and culture.
Created to systematically examine child rearing (the process of bringing up a child or
children) and children's behavior in these varied cultural contexts. They collected
field data in Mexico, India, Kenya, United States, Okinawa, and Philippines.

Finding: How the natural environment shaped how households were structured
which shaped how parents raised their children to fit into that particular society

Example: a child who grew up in a society of hunters and gatherers vs a society of urban dwellers
had very different experiences regarding whom the child spent time with, what activities the child
was exposed to, and what behaviors and personality traits were valued, emphasized, and
encouraged.
Another Finding: How women's work roles contributed to children's social behaviors.
Example: In cultures where women contributed greatly to the family, children learned to share in
family responsibilities and scored low on dependence. In contrast, cultures where women were not
expected to contribute to the family, children scored high on dependence.

DIVERSITY IN PARENTING AS A FUNCTION OF ECONOMICS

A.Factors:
a.Economic's conditions
b.Parent's belief concerning their roles as caregivers (a.k.a "parental ethnotheories")

-Parental ethnotheories: parental cultural belief systems

-Harkness and Super: "(It) serves as a basis for guiding parenting practices that structure children's
daily lives."

Examples: Americans values a special time with their children Dutch values special time with their
family as a whole.

GLOBAL PARENTING STYLES

-Sets the tone for the family context and may differ ethnically

A.Permissive Parents
-Warm and nurturing to children -Allow children to regulate their own lives -Provides few firm
guidelines -High in warmth and affection

B.Uninvolved Parents -Often too absorbed in their own world respond appropriately to their
children -Seems indifferent to their children -Not committed to caregiving -Extreme form:neglect

C.Authoritarian Parents -Expects unquestioned obedience -Views child as needing to be controlled -

Low in warmth and responsiveness
-Baumrind's research based on European Americans:
a.Children are more positive, self-reliant
b.Have high self-confidence, emotional and social skills
c.Secure attachment to caregivers

-One major criticism: ignores the fact that parents tend to act and respond differently depending on
the particular child, situation, and context. Thus the birth of domain specific approach
DOMAIN SPECIFIC APPROACH –
 Focuses on parenting behaviors than general styles to better understand the socialization
process
 Emphasizes the complexity of the socialization process by distinguishing domains of parent-
child socialization

a.Domain 1: Protection
-Appropriate parenting behavior: respond sensitively and offer comfort child learns to
develop a sense of security and eventually learns to regulate their own stress

b.Domain 2: Control
-Child must learn to live by culturally defined rules which means a child must learn when to
suppress their own personal desires that violate such rules. -Appropriate parenting behavior:
modify children's behavior by using suitable levels of control
c.Domain 3: Reciprocity -Learning cooperation

d.Domain 4: Guided Learning -Learning specific skills

e.Domain 5: Group Participation -Learning participation in social groups and cultural practices .

In summary, parenting practices must be appropriate for the domain in which the child is functioning

SIBLINGS
-Research has neglected the impact of siblings on a child's development
-Definition of who a sibling is may differ across cultures
-Interaction with siblings, a child learns:

a.Perspective-taking
b.Social understanding
c.Conflict negotiation
d.Affected view on gender identity and delinquency

EXTENDED AND MULTIGENERATIONAL

-Important in transmitting cultural heritage from one generation to the next.

CULTURE AND PEERS

-Effect on child development depends on how rapidly the culture is changing -Margaret Mead
identified 3 types of culture that differ on levels of peer influence and on the socialization of its
young people

a. Post figurative Cultures(slow cultural change): socialization occurs primarily by elders

transferring their knowledge to their children
b. Configurative Cultures(rapid cultural change): adults continue to socialize with their children
and peers are of greater role in socializing with each other and talk to each other about for
advices
c. Prefigurative Cultures (very rapid cultural change): young people teach the elders;
knowledge adults have may not be sufficient for the next generation and adults may look to
younger people for information and advice.

PEERS AND BULLYING

-Several highly publicized stories of young teens who committed suicide after relentless bullying
pushed researchers to study this negative aspect of peer socialization.
-Dan Olweus conducted the first large-scale scientific study of bullying in the 1980s. He created
three criteria in an attempt to define bullying:

1.Intentional physical or psychological harm

2.Based on power imbalance between the bully and victim
3.Repeated over time

Based on this, bullying can include hitting, name-calling, spreading rumors, and social exclusion.
Using Olweus' definition, researchers have found that the rate of bullying differs across cultures
which Peter Smithexplored how it varies by studying 8-year old children and 14-year old adolescents
in 14 countries.

Results show:
a. Gender similarities: Girls and boys defined bullying in very similar ways
b. General age differences: children could only distinguish between aggressive and nonaggressive
behaviors and adolescents could distinguish physical aggression, verbal aggression, and social
exclusion
c. Cultural differences

CULTURE AND EDUCATION

-Educational System: most formalized mechanism of instruction
-Most important institution that teaches and reinforces its cultural values