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Socialization and Personality Development

Socialization is a lifelong process through which individuals learn the norms, values, and behaviors appropriate for their society. Lawrence Kohlberg identified stages of moral development from pre-conventional to conventional to post-conventional. Carol Gilligan critiqued Kohlberg for only studying boys and proposed that girls develop a care and responsibility perspective rather than a justice perspective. Erik Erikson identified stages of psychosocial development across the lifespan. Charles Cooley's looking glass self theory proposed that self-concept develops through imagining how we appear to others. George Herbert Mead argued that the self develops through social interaction and taking the roles of others in society. Major agents of socialization include family, school, peers, and mass media.

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52 views

Socialization and Personality Development

Socialization is a lifelong process through which individuals learn the norms, values, and behaviors appropriate for their society. Lawrence Kohlberg identified stages of moral development from pre-conventional to conventional to post-conventional. Carol Gilligan critiqued Kohlberg for only studying boys and proposed that girls develop a care and responsibility perspective rather than a justice perspective. Erik Erikson identified stages of psychosocial development across the lifespan. Charles Cooley's looking glass self theory proposed that self-concept develops through imagining how we appear to others. George Herbert Mead argued that the self develops through social interaction and taking the roles of others in society. Major agents of socialization include family, school, peers, and mass media.

Uploaded by

Ali Haider
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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SOCIALIZATION THEORY

SOCIALIZATION

• Socialization is a lifelong process of


inheriting and disseminating norms,
customs, values and ideologies, providing an
individual with the skills and habits
necessary for participating within their own
society.
LAWRENCE KOHLBERG
STAGES OF MORAL DEVELOPMENT

Post-conventional
Pre-conventional stage Conventional Stage stage

In this stage, a person The second stage (typical Finally, the post-
(typically children) for adolescents and adults) conventional stage
experience the world in is characterized by an (more rarely achieved)
terms of pain and acceptance of society's occurs if a person
pleasure, with their conventions concerning moves beyond society's
moral decisions solely right and wrong, even when norms to consider
reflecting this there are no consequences abstract ethical
experience. for obedience or principles when making
disobedience. moral decisions.
Evaluate
• Whether this model applies to people in all societies remains
unclear.
• Further, many people in the United States apparently never
reach the post-conventional level of moral reasoning, although
exactly why is still an open question.
• Another problem with Kohlberg’s research is that his subjects
• were all boys. He committed a common research error,
described in by generalizing the results of male subjects to all
people.
CAROL GILLIGAN
THEORY OF GENDER AND MORAL DEVELOPMENT

• Her theory is based on a critical response to


Kohlberg’s research methodology and findings
• Kohlberg used only men in his study – production
biased results
• She compared the gender and moral development
of both girls and boys in her theory.
GENDER AND MORAL DEVELOPMENT

Girls, on the other hand,


She claimed that boys have a care and
have a justice perspective responsibility
meaning that they rely on perspective. Desire to do
formal rules to define good for herself and
right and wrong. others.
Evaluate
Does nature or nurture account for the differences between females and males? In
Gilligan’s view, cultural conditioning is at work, a view that finds support
in other research.
Nancy Chodorow (1994) claims that children grow up in homes in which, typically,
mothers do much more nurturing than fathers. As girls identify with mothers, they
become more concerned with care and responsibility to others.
By contrast, boys become more like fathers, who are often detached from the home,
and develop the same formal and detached personalities. Perhaps the moral
reasoning of females and males will become more similar as more women organize
their lives around the workplace.
ERIK H.ERIKSON
SOCIALIZATION THROUGHOUT LIFE COURSE

• INFANCY (Trust vs. Mistrust)


• TODDLERHOOD (Autonomy vs. Doubt)
- • PRE-SCHOOL (Initiative vs. Guilt)
• PRE-ADOLESCENCE (Industriousness vs. Inferiority)
• ADOLESCENCE (Identity vs. Confusion)
- • YOUNG ADULTHOOD (Intimacy vs. Isolation)

• MIDDLE ADULTHOOD (Generativity vs. Stagnation)


• OLD AGE (Integrity vs. Despair)
-
Evaluate

However, not everyone faces these challenges in the


exact order presented by Erikson.
Nor is it clear that failure to meet the challenge of
one stage of life means that a person is doomed to
fail later on.
CHARLES HORTON COOLEY
LOOKING GLASS SELF

• A sense of self is developed through the


perceptions of others for us.
• A three steps process

We imagine how our We imagine how other


personality and people judge our We develop a Self-
appearance will look personality and Concept
to others appearance we present
GEORGE HERBERT MEAD

DEVELOPMENT OF SELF
 George Herbert Mead (1863–1931) developed the theory of social
behaviorism to explain how social experience develops an individual’s
personality.
 Mead’s genius was in seeing the self as the product of social experience.
 First, said Mead, the self is not there at birth; it develops
 Second, the self develops only with social experience, as the individual
interacts with others.
 Third, social experience is the exchange of symbols. Only people use words, a
wave of the hand, or a smile to create meaning. Human beings find meaning
in almost every action.
 Fourth, Mead stated that seeking
meaning leads people to imagine
other people’s intentions. In short,
we draw conclusions from people’s
actions, imagining their underlying
intentions.
 Fifth, Mead explained that
GEORGE HERBERT MEAD
understanding intention requires
imagining the situation from the
DEVELOPMENT OF SELF
other’s point of view. Using symbols,
we imagine ourselves “in another
person’s shoes” and see ourselves as
that person does. We can therefore
anticipate how others will respond to
us even before we act.
 Sixth, the self has two parts, One part of the self
operates as the subject, being active and
spontaneous. Mead called the active side of the
self the “I”. GEORGE HERBERT MEAD
The other part of the self works as an
object, that is, the way we imagine others see us. DEVELOPMENT OF SELF
Mead called the objective side of the self the “me”. (I & Me)
All social experience has both components: We
initiate an action & then we continue the action
based on how others respond to us.
GEORGE HERBERT MEAD

According to Mead, the key to developing self is learning to take the role of others.
Significant others, people, such as parents, who have special importance for socialization.
Generalized other to refer to widespread cultural norms and values we use as references in
evaluating ourselves. Play Stage (3 years
old- 5 years old)
• Children learn to
Preparatory Stage Game Stage (6 years old
(birth-3 year old) take the role of
several others. At to 9 years old)
• Child imitates
one moment child Children understand
adults behavior is builder, next their social positions and
without any real moment a those around them.
understanding. policemen. Behavior become
consistent & purposeful
AGENTS OF SOCIALIZATION FAMILY

• Agents of socialization are the


people, groups or institutions AGENTS OF
that teach us what we need to
MASS Agents of SCHOOL
MEDIA SOCIALIZATION
know in order to participate in Socialization
the society.
• Influence our self-concepts,
attitudes and behaviors. PEER
GROUP
FAMILY
• Family is the most important agent of socialization because
it is the center of child’s life and infants are totally
dependent upon their parents.
• FUNCTIONALISTS
• Primary Locus of procreation
• Primary source of emotional support
• CONFLICTS
• Reproduce class structure in the next generation
SCHOOL
• Schools teach specific knowledge and skills, also have a
profound effect on child’s self-image, beliefs and values.
• FUNCTIONALISTS
• Teaching students to be productive members of society
through
• Transmission of culture
• Personal development
 CONFLICTS
• Difference between working class students and ruling
class children in schools
PEER GROUP

• A peer group is a social group whose members


have interests, social positions and age in
common.
• This is where children can escape supervision
and learn to form relationships on their own.
• At peak during adolescence.
• Short term effects as compared with family.
MASS MEDIA
• Inform us about events
• Provide an array of viewpoints on current
issues
• Creates awareness regarding products and
services, that supposedly will help us to be
accepted by others
• Its function is to connect people and have
enormous effects on our attitudes and
behaviors.

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