socialization Flashcards
Agents of Socialization
▪ A person, group, or institution that is
responsible for socialization; influence who
we are over our lifetime across various
factors
▪ EX: Education System, Family, Media, etc.
Primary Socialization
The first stage in socialization,
during which children develop
basic values and norms and
ideas of the self.
explicit and implicit
imitation, role-taking, encouragement
ex. the process by which young children learn basic norms, values, and behaviors from their family members.
Anticipatory Socialization
The process in which someone adopts
the values and behaviors of a group to
which they do not yet belong, but they
aspire to join, or are preparing to join
Secondary Socialization
The learning of the knowledge and
skills needed to take part in society
beyond the context of the family. (ex:
school, work, friends)
▪ Institutions become dominant and add
value, norms, and principles already
received during primary socialization
Total Institution
An isolated, confined community that
controls most aspects of its members’
lives. (ex: prison, military training, etc.)
▪ Goal is to erase inhabitants existing values,
beliefs, and sense of self
Role Conflict
▪ A situation in which a person feels
social pressure to fulfill two different
social roles that have clashing needs,
values, or expectations.
* EX: Working parents, students and social
obligations, athletes and education, etc.
Re-socialization
A process that involves a
replacement of a person’s values,
beliefs, and sense of self.
Role Theory
The theory that people’s behaviors are
guided by society’s expectations about
how they are to perform socially defined categories (such as mother, teacher,
doctor). People’s decisions to conform
or not conform to these expectations
then influence the expectations of that
role.
looking glass self
Imagining how others perceive us: We imagine how we appear to others in social situations. For example, we may think about how others see us when we enter a room or how we are viewed in a group setting.
Imagining how others evaluate us: We consider how others judge or evaluate our appearance, actions, and behavior. For example, we might wonder if others think we’re smart, funny, or attractive.
Developing a self-concept based on others’ perceptions: Based on the imagined perceptions and evaluations of others, we form a self-concept or sense of identity. If we perceive others as approving of us, we might feel more confident or positive about ourselves; if we feel judged negatively, our self-esteem might be affected.
ex. when a teenager adjusts their behavior based on how they perceive others view them. For instance, if a teenager receives positive feedback from their peers about their fashion choices, they might begin to see themselves as stylish and continue to dress in a way that aligns with that perception. This process involves three main steps: imagining how others perceive us, imagining how others evaluate us, and developing a self-concept based on these perceptions.
micro-level of socialization
one to one or small
group processes of socialization
ex. think of your interaction with your intimate friend group in your
teen years
macro-level of socialization
large scale trends and
changes in social institutions
ex. think of norms and values we accept as a part of academic
community or post-secondary education
generation
often generational labels used to make sense of
social issues and who to blame
form and gain significance in the times of
rapid change; emerging in relation to significant
historical, economic or political events
generational cohort
a group of peers with
unique, shared, and decisive collective
experiences (during the childhood, adolescence, and
youth)
n not simply referring to people born in a period of
time
one’s hobbies and leisure times, clothing, taste in music,
and sense of belonging and commitment is STRONGLY
DEFINED by peer groups
n might seem subtle or mundane, but is about effect on an
individual’s sense of self, belonging, identity, lifestyle and
consumption choices
resocialization
a process involving the
replacement of norms, values, beliefs and sense of self
(or a new role conceals the previous one)
TOTAL
INSTITUTION
involving involuntary resocialization
a term by Erving Goffman
an isolated, confined community or place
that controls most aspects of the
individual’s life
changing one’s values and behaviours,
even erasing one’s sense of self
break down individual’s sense of self and
individuality, and turn one into a new
person
PIERRE BOURDIEU (1930-2002)
the majority of his work
connects class and
culture
class status influences
cultural preferences,
tastes, choices
this is not a deterministic
relationship
habitus
wide-ranging
set of socially acquired
characteristics (definitions
of manners and tastes,
leisure pursuits, ways of
talking, ways of gesturing)
n ingrained dispositions
through lifetime and
functioning at a
subconscious level
n feel for the game,
know-to-how
social reproduction:
the means by which
classes, particularly the
upper or dominant
classes preserve social
differences between
classes
Bourdieu sees habitus
as the key to social
reproduction
status
bad behaviour, not doing homework,
disrupting lessons, pranks and targeting conformist
students
the counter school culture
rebellion against
school rules and focused on disrupting school life
identity
unique set of
traits, values, and
expressions that make
each individual who they
are
self
set of relatively
stable perceptions about
who we are for ourselves
and to the others
