OBJECTIVES Upon completion of ih: chapter gfuents wil be 4. Discuss oppgsing viewpoints on oversocial expected to: ; zation. 1. Define and identity four types of pocisization. 5. Describe the characteristics of total instuttons. 2. Discuss the impgtt of the tallurg Qf socialization 6, Understand how members of various-groups on humen developmen, often experience’ a different pattern of social 3. Compare and contrast theories’ of how selt- zation. identity davelops. INTRODUCTION In Chapter 3 we saw how culture contributes to the form of collective fe. Cutture oullines for Its membgra everything necessary to Insure the survival of group members. Matters of taste for parijeytar foods, preferenoss for sexual gratifi- cation, and appropri forms of ghptter are only @ few exampias of social pine behavior that is cullurglly determined. The question for us In this chapter is . ad why? Why is cultura fhe primary method of survival for humans? Why can wo eee rot rely on our biolagigal instincts? Why must we survive in groups? ‘The answer to all af these questipns Is eocialization. Studies that examine Z| thestailuce of socielizgtin demonstrate very clearly that to be human ia to be eee i pot an autcmntie sapere jean tobe ‘social when: we tudes and behavior§ that are to those of other members of our soclety. Thus, through we literally lear to beoome human. The focus of this chaptgf Is the soc/glization process. in many ways itis perhaps tattle mostnpat coca Paslrions ae, covaen oto 9, 1ove, hap, ol Fe. . 7 iy) presupposes sqalgization. In this chapter we define socialization, review aa 6566 Socialization “o° ~ “Through socialization we Year attitudes. ‘and behaviors appropriate for members Of ou sociely, Heve a chi learns the ‘meaning of ve. ‘studies on the fallure of socialization, tell how socialization is learned, examine ‘agents of sgcialization, and review theorles of how self-identity develops. The {dea to keep in mind as you read this chapter Is that human behavior is diverse {nd complex. Just iook around at the diversity among your classmates. Yet, al! €@f this divarse and complex behavior had to be leamed from others. Saciali- zation is this learning process. Socie‘zation is the process by which we acquire the attitudes and behaviors that {re appropriate for the members of our society. Although the attitudes and be- haviors that we learn in our society distinguish us from members of other soc! ties, the sqcialigation process operates in the same manner in all societies. The purpose of pocialization is to insure that our attitudes and behavior will be ac: ceptable to a majority of the members of our respective societies. Although there is evidence that gome socialization occurs among animals (Harlow, 1971), to the degree that humans rely most heavily on socialization for survival, the social zalion process also distinguishes us from other animals. Put another way, S0- Cialization js the process that makes us act like human beings.{in order for socialization to be successful in transforming us from an orge- ism capable of seemingly endless behavioral adaptations 10 a person who is easily recognized as a member of a given society, socialization must impart to . the members certain specific information, Thus, socialization may be seen as the | learning process whereby members of the society acquire personalities; learn the ‘ social rules that govern their behavior in the situations and social positions in which they find themselves; and transmit the storehouse of knowledge, skills and techniques of the culture. Socialization Is a continuous process. Whereas it is easy to understand the importance of socialization in the transtormiation of the child into an adult, the role of socialization may not be as readily apparent in the lives of adults. Adults, | however, must be constantly socialized as they move in and out of new groups— adults change jobs, marital statuses, states of residence and even citizenship. ! Each of these changes requires socialization in order for the persons to behave appropriately in their new situation. As a student in college you had to be so- clalized to the proper attitudes and behavior expected of you as a college student. Each stage of the life cycle requires additional socialization. As we examine in the chapter on aging, people are socialized to the appropriate attitudes and be haviors expected of the elderly. Socialization then is a lifelong process. It is continuous from the womb to the tomb. ‘One way (or us to explore the importance of socialization in the development of humans is to examine instances where socialization has failed. The failure of + Socialization may be seen in studies of feral children, children raised in relative isolation, hospital studies, and animal studies. As we examine each of these failures, you should keep in mind that each example represents another possi- bility of what we all could become. An adapiation of an old expression seems appropriate here: “There but for the grace of socialization go we.” Feral Children Feral means wild. untamed, or undomesticated. Feral ehilidren are children who have purportedly been raised by animals. Although it is doubtful that most chil- dren would be able to survive without the constant care and supervision of an adult. there fave been a few sub:.attiated reports of children who have survived in the wilderness and/or have been cared for by animals. One such case involved the wild boy of Aveyron. Apparently separated from humans when he was very young, the boy had managed to survive in the woods until he reached puberty. Found in France arourd 1800, the boy could not speak. He would, however, | behave like an animal. He liked to swing from trees, go around naked, and be outdoors to experience the elements. He disliked prepared foods and preferred potatoes, which he pulled from a fire with his bare hands. Efforts to teach him to speak failed. Even alter living with other humans for about twenty-five years, the wild boy of Aveyron never leamed to speak or Interact with other people in 2 socially acceptable fashion Pallures of Soclattzation 67Brown (1972) discussed another case of feral children. Named Kamala and ‘Amaia, the two girls were found in India in a wolt's den, where they had appar- cently survived as “cubs” among the wolt’s offspring. The older girl, Kamala, was ‘eight, and the younger, Amala, was about one and a half years old. Both girls behaved like wolves. For example, they moved about on their hands and kneas. ate raw meat, and sniffed their food. Their teeth were like canines. They avoided interacting with other children and liked to prowl around at night. ‘The wild boy of Aveyron, Kamala, and Amaia demonstrate how the lack of interaction with others resulted in these children behaving in @ nonhuman fash- ion. The failure of socialization in these feral children permitted them to assume the attitudes and behaviors appropriate for their environment but not for life among humans. Admittedly these two cases are extreme. There are other ex: amples of children who were raised among humans but not with them. These are children who were raised in relative isolation, Isolated Children Perhaps the most celebrated cases of children raised in relative isolation are ‘Anna and Isabelle. Davis (1948) noted that Anna had been kept isolated in an ‘upstairs bedroom for almost six years before she was found by authorities. So compiete was her neglect that when she was found she could not ‘walk, talk or feed herself, She suffered from mainutrition. When she was found, she showed no emotion or acknowledgment of people in her surroundings. After being in the care of authorities for 2 period of time, Anna did manage to feed herself with 2 ‘spoon and speak in rough phrases, Anna died four and a half years after her discuvery. She never really recovered from the failure of socialization brought ‘Chicren wh ate raised in scialion often rmanieat problems in thet physica, paychologieal and socal developmentabout by the early years of relative isolation. When she died, Anna had managed to develop only to the stage of a two-year-old. Isabelle, like Anna, was an illegitimate child. {sabelle’s mother was a deaf mute, and their communication consisted only of gestures. When she was dis- ‘covered in 1938, Isabelle was more than six years old. She could not speak. She made only gutteral noises and reacted to strangers, particularly men, with fear, So great was her fear that she behaved like an enraged animal when strangers approached. Later, after being in the cate ofthe authorities for some time, Isabelle became more accustomed to people, and a therapist began teaching her to speak. The first test for her level of maturity revealed that Isabelle's score was the equiv- alent of an infant's. By the age of nine, after about three years Of custody, she had made rapid progress and was able to enter school. Isabelle went on to overcome the effects of extreme isolation and eventually behaved appropriately, for her age. Her case, like Anna's, demonstrates again the effects of failed so- cialization on a child's ability to behave in a fashion even remotely resembling human behavior. ‘The final case of a child raised in relative isolation that we will consider is Genie, Genie was discovered in 1970 (Pines, 1981). At the time California au- thorities found her she faa been Isolated in a room for almost thirteen years. Genie had been neglected and could not speak. Even by the time she was eight: cen years old Genie was at the level of a child of three or four. The lack of socialization, particularly in the early years of development, left Genie at best severely retarded in terms of appropriate socal behavior. Anna, Isabelle, and Genie’s cases have the element of neglect common to all of them. This element of neglect compounds the lack of socialization. Some studies suggest that among institutionalized populations where childven receive relatively good physical care, the failure of socialization may still be evident, Hospital Studies ‘Studies that compare children raised by parents to children raised in institutions ‘Spitz, 1964, Goldiarb, 1945) demonstrate that socialization is more than just physical care. Spitz (1964) compared children raised in an orphanage to children raised by their mothers in a women’s prison nursery. Spitz found that within @ two-year time period the children who were raised in the orphanage were phys- ically and emotionally retarded. Many of the children died of a variety of ailments. ‘The common element in these deaiis was marasmus, Marssmus is a withering ney away or wasting a\vay, ise Qf a lack gf social 4. Spite found baby Pers less than.25 to. the ieen BAS tosenage Bewecn the ages of two and four é6uld walk unassisted. In contrast to the problems of the children raised in the orphanage. the children raised by their mothers suffered litte of the retar- dation experienced by theit institutionalized counterparts. This happened despite the fact that the children in the orphanage received relatively good physical care. Research by Goldfarb (1945) which “compared children who were raised in ‘an orphanage {rom birth untit they were chree years old to foster chitdren offers ‘additional support for Spitz's observations. In Goldfarb’s study the children who ‘were raised in an orphanage sulfered from a variety of problems. In comparison to the foster children the orphans vere more immature, possessed lower 1Q scores. and were more indifferent to other people. Even affer the orphans were placed in foster care, many of the problems of development persisted. Spitz’s and Tallures of Soctattzation 69Animal Studies Goldfarb’s research indicates that even minimum feilure of socialization can have Profound physical and psychological implications for human growth and development. For ethical reasons it is difficult to conduct controlled experiments on children raised fn {solation. All of the cases of feral, neglected, and institutionalized chil- dren that we have discussed were simply recorded by researchers. Animal studies have traditionally been used to provide insight into tuman behavior. Harlow (1971) conducted a series of controlled experiments with rhesus monkeys who ‘were isolated from their mothers and from other monkeys. Harlow found that the isolated monkeys developed severe emotional problems. The isolated monkeys behaved in an autistic fashion and often gathered themselves into a comer and rocked back and forth. Harlow raised some of the isolated monkeys with surro- gate mothers. The surrogate mothers were of two types. The first was simply & Wiremesh form with a milk bottle attached for feeding. The other surrogate mother consisted of a wire-mesh form covered by terry cloth. Harlow wanted to see which ‘of the surrogate mothers the isolated monkey would prefer. Of course if the ‘monkey was hungry it would go to the wire mesh mother to feed. It spent most Of its time, however, attached to the terry-cloth mother. When Harlow frightened the monkeys with a mechanical monster, he found that the monkeys who had Previously spent time with the terry-cloth mothers ran to her, and their fear grad: ually abated. When those monkeys who were isolated even from terry-cloth moth: ers were frightened, they tried to escape from the mechanical monster by running down an alley, gathering themselves into a corner, and resorting to autistic rock- ing, apparently still terrified by the monster. Each of the cases of failed socialization that we have considered dramatizes the importance of socialization in the development of humans. And though some caution must be exercised in extrapolating the findings of animal studies to humans, Harlow's research is consistent with the findings of cases of human isolation. To be human, and according to Harlow, to be a well-adjusted rhesus monkey, is to be social. Being social requires that we have opportunities to practice being human through constant socialization and social interaction. 70° Soctatization If socialization Is the key to becoming human, then leaming is the key to the socialization process. in other words, we must learn to be human. Socialization is learned both directly and indirectly. We acquire socialization direcily in either ‘of two ways, through instruction and through the application of sanctions. When we leam to behave in a human fashion through instruction, we serve as an apprer‘‘ce, A master shows us how it is done. Formal education is an obvious example of instruction. The most important lessons, however, are not necesserily taught in school, Recall the times you were shown how to do something correctly Perhars it was in the kitchen, the backyard, or the playground or at your grand- Esvenl’s feet. We lear to take care of ourselves by being taught haw (0 cook,wash, iron, sew, and shop. We have many teachers in our lives, and each of them has had a part in instructing us on the proper ways of behaving, Many of the lessons we learn are joyous; others are painful. We remember {hs lessons because of the consequences of doing what we did. When we did something very well, we were rewarded with money, a smile, a hug, a handshake, and sometimes a cookie. But when we did something bad, we were punished ‘ith a frown, @ spanking, embarrassment, or-2 ctoss word. As discussed in Chapter 3, the rewards for behaving properly and the punishments for misbehav. ing are called sanctions. We acquire socialization, in part, as a direct result of the consequences of our behavior. Of course, not all behovior is rewarded or Punished. Indeed most behavior is simply not acknowledged at all. We have only done what was expected of us. Direct sociatization experiences are perhaps the most dramatic but not the most common. As we get older, we rely on more indirect socialization to help Us behave properly. Socialization is acquired indirectly through imitation and observation. Much of what we do is the result of our imitating what we have seen others do. We did not ask them to instruct us, nor did they olfer to show us. We often imitate dress, manners, preferences, style, walk, and speech. We see a Sesture that we like and imitate it, We see a pose and copy it for ourselves. Children are great imposters. They mimic adults and other children. This imitation of others, however, helps us to behave properly. Imitation provides us with a range of models for our behavior. Finally we learn to behave properly merely by observing c:hers. Observation ‘san indirect method of acquiring socialization. When we observe others we may Imitation provides us with a range of models for ou" be avi.The Controversy guer Socialization . é 72 Soctatization not copy their behavior. We may simply watch how they do what they do. Indeed, ‘we may not even aspire to behave as they do. By observing them, however, we have leamed additional behavior. We may be able to teach others how to behave, ‘even when we have not been called upon to exhibit the appropriate behavior For instance, coaches and critics are examples of persons who observe apfiro- priate behavior and tell others what is inappropriate in their behavior, yet they may not be able to behave appropriately themselves. They know what they do largely by observing the appropriate behaviors of others. We learn to behave in ‘a human fashion largely through the indirect methods of imitation and observa tion We do not lear to behave just to receive praise or merely (or the sake of imitating a model. The point of Yearning to behave is that we do so, because we believe it is right and proper. The goal of socialization is to induce us to inter nallze the social justifications for behaving acceptably. When we wait at a red ight although no one will see us or we do not beat up someone who angers us although we are sure that the person is defenseless, we have internalized the social justifications for rules of traffic safety and ptohiBitions against personal violence. This then is the aim of socialization—to induce is to behave in socially acceptable ways because we believe it to be wrong to do otherwise. Leaming to behave is not @ purely haphazard process. During the social: zation process we learn the social rules of our society. Sotrie of those rules are formal in the sense that they are written and enforced as laws. Prohibitions agains! ‘violent personal crimes, such as rape ot murder, are exampleé of formal rules. Other social rules are informal. Informal rules have to do with matters of pref: erence, such as style, taste, and manners. Every society has forrha and informal rules. that govern the behavior of its members. These social rules are called norms. An important aspect of learning to behave is internalizing norms. 4 sociologists have objected to what they Teel is an “oversocialized concep- fgtof man" (Wrong, 1961). According to Wrong, too much emphasis has been placed by sociologists on the internalization of norms as the mechanism by which 5 we become socialized. “The view that man is invariably pushed by internalized “norms or pulled by the lure of self-validation by others ignores—to speak archa- %teally for the moment—both the highest and the lowest, both beast and angel. in bis nature” (Wrong, 1961:191), For Wrong'the assumption that the internalization of norms is the essence of socialization doesnot allow for a sulficient range of motives underlying con- formity. Such a view minimizes the degree to which conformity is frequently the _Szesult of coercion rather than conviction. According to Wrong, humans are more “than merely status seekers whose sole motivatign is the approval and acceptance ol others. We are also prompted to behave in a given fashion by material interests, ‘Wsexual drives, and the quest for power. Ultimately, this means that we may be ‘‘soclal but not entirely socialized” (Wrong, 19§1:191), ‘Other sociologists (Wilson, 1974; Turk;: 1965) have suggested that the idea that we may be oversocilized is much ado about nothing. For Wilson (1974) the _lncreased number of people in big goverment, big industry, big unions, bigLooking-Glass Sociologists view the selt-dentiy a8 a product of socialization. The sel gradually ‘emerges as a rest of the interaction with others. The two prominent theories the emergence of selfdentity in sociology are the theories of Charles Horton Cooley and George Herbert Mead. in addition to examining these theories we will borrow theories from other disciplines in order to compare and contrast their approaches to the development of self-identity. Self Charles Horton Cooley (1964) is credited with the “looking-glass sel!” theory Cooley contended that the personalities of people evolve as a result of social interaction and the encountering of social experiences, social forces, and events by individuals. Infants do not have a self-concept or self-awareness. As they go through the process of maturation, they involve themselves with others through social inter action. As this social interaction intensifies, children begin to listen more care- fully to the comments of other people involved in this interaction and begin to Jet such comments affect the way they view themselves in the larger society. They ‘begin to imagine a self-concept that they think others have of them and start to feel and act accordingly. If this imagined self-concept Is positive, they will im mediately develop positive attitudes and demonstrate positive behaviors towards ‘The “looking glans sel” the- cory cipims that other people ‘how us who we are.Friary. and big classes leads to 2 suppression of individuality. Today we find ourselves entwined with the lives of so many others that we are unable to behave Purely on the basis of sellinterest. For example, a stike In one plant affects Employment, sales, purchases, and prices in many other arees, ‘Thus, today we cause sized, Coordinated, manipulated, and otherwise induced to'esalon tee Serial relationships are necessary. The evidence suggesta that ouiste of that Fysrom of human relationships we cali a group, wo tind only sub-fumen bahaes arved om social intercourse, tne inalvidual never becomes a pocon neve, he can sutfer traumatic collapse of what porsonalty he hae (Wisohto%4i6) Similaty. in “An Inquity into the Undersocalized Conception of Man" (1965), Turk argues thal the application of internalized nore te cohen may be the Eni eb Source of order in the society in other words, socialization sence te Sind 28 a Way Of making each of us ini-ralize behavioral expeciiony tan 209 Assists us in controlling the behavior cl other. According ta hare (1965:521), wa ghlemalizing culture, that individual n.: only acquires a personel morality but Te also becomes a component of the cvictive conscience’ hee The we et arene Of socialization should take it account both the feelings of gull tre Ctra witen we misbehave and the “passionate reaction” that wwe fel whey others misbehave. Zhe controversy over socialization is further heightened when we consider {hat members of a community may share similar bir not Necessarily identical ccomuation experiences. in societies like America, where there 1s ¢ varey of Shen emiS {cial ethnic, and regional comununities, the content of socializavon otien varies. This means some people will intemalize a dllfeeat ser at oan and perceive their position in he community differently than others inthe society. The Public meniestation of these differential socalization expeaeners may be sasily Seen in the diversity and deviance associated with humen behavior Uyacaies were ere ae rent econorve, racial, and ‘etc communities the con {ent of sociazation often vanesthe others. Conversely, ifthe imagined self-concept is negative, they will develop negative altitudes and behavior patterns. : The “looking-glass sell” teaches that other people in society are, in fact, our image makers. We all waik, talk, and work in society every day with'a picture at the back of our minds, representing what we think other people think or make Of us. There are three elements in this ““looking-glass self” process. First, we imagine the way in which others view our behavior. Second, we imagine how such behavior is judged by others. Third, depending on how the behavior is Judged—as positive or negative—we feel good and proud about ourselves or bad and ashamed of ourselves. Ultimately, we imagine an overall personality for ourselves, . Generalized Other George Herbert Mead (1834) is the second Important sociologist who helped in the understanding of how the “sell.” or personality, develops in society. Mead explained that before children develop a concept of the self, they go through three stages: the preparatory, the play, and the game stages. Children imitate the behaviors of others a great deal during the preparatory stage. As they grow out ‘of the preparatory stage, they begin to put themselves in the shoes of others or Play the roles of others in their social group, community, or society. Children ‘may sometimes play the family and assign each other the different roles that People play in the family, such as the roles of father, mother, son, daughter, or even a baby. At this stage children may also play the roles of a teacher or a friend. Mead termed this playing the roles of "the significant other." During the ame stage, children begin to internalize roles of the larger society. By doing this Children perceive the larger community as what Mead calls “the generalized other.” In this way they expand their role playing to include not only significant others bul also many different people in the larger soclety itself. Thus, children . are able to place themselves within the context of the fa According to Mead, the self has two major parts: “I” and “me.” The "I" ‘never really gets socialized. it is that part of the self that remains at the stage of impulsivity and independent creativity. But the part of the self that is called the ‘me” is socialized. It is the part of the self that has internalized the appropriate, SOmmunity-sanctioned attitudes and roles in the child's society. A maturing per- sonality is one that begins to consider the disapproval of others when considering ‘ratifying the “As an adult the rewards for gratlying the “me” are usually moe important than those that come from satisfying the “I In conclusion, the social self for Mead means the internalization of a structuresof attitudes by which we ate able to judge our own behavior. In this way the self and soclety become inextricably linked Ego Development Sigmund Freud (1958) introduced the psychoanalytic viewpoint of personality development. This viewpoint is also known as the conflict theory of growth. Freud believed. as Cooley and Mead did, that the self is 2 social product. But unlike Cooley and Mead. the taught that the self consists of three components that are always fighting with one another. These components of the self he called the id, go. and superego, The id is the seat of all antisocial acts. It is unruly, pleasure The Emergence of Seittdentity 75. 7 4 seeking, and Impulsive. t dominates the life of everypody from birth to death * and manifests itself through the unconscious, ‘Whereas the id remains unconscious and is full of energy, the ego is con: scious and Is the seat-of rational behavior. itis the aspect of the self that is in constant debate with the id. Freudians believe that as children grow tp and Interact with.others, they begin to acquire the component of the self that is called the ego. The acquisition of this component of the self indicates that the child hhas acquired its own objective position within the environment and in relation- ship to other humans and nonhumans. And as children mature, their ego increas. ingly acts as a judge of their actions. This way, the ego controls the impulsive, unconscious, and antisocial acts of the id to bring those acts in line with what, society teaches. The part.of the self that represents the tenets of society is the superego. Children acquire this aspect of the self by interacting, fist end foremost, with the Primary groups in society, such as family members and the peer group. Through the acquisition of the superego, children learn to identify with their parents. Thus, the superego betomes the conscience of the growing child. It becomes the seat of appropriate, socially approved behavior, as the child grows up (o intemalize the norms, rules, and values of society. It is the superego that helps the growing child to seleet from a list of behavior pattems the most appropriate, desirable. and acceptable ones for his particular society and culture. LT ypesof Socialization As we have seen, socialization Is not a simple matter. It is a complex process ‘which does not stop with infancy or childhood but goes on until the person dies. Sociologists say that socialization is a litelGng process, encompassing the entire life cycle of a person. In some societies, as may be found in preindustrial Europe and some Third World countries today, there are only three recognizable stages of the Iife cycle, namely, infancy and childhodd, adulthood, and old age. But in industrial, postindustrial, and space-age societies, such as the United States, six stages of the life cycle are discernible, namely, infancy, childhood, adolescence, youth, adulthood, and old age. As people go through these stages of the life eycle, they acquire different images of the self and commit themselves to the imbibing of society's values and norms with different degrees of fervor. For at these disierent stages of the life cycle, society's expectations of the individual differ from one stage to the next; different roles are played and different statuses * attained. These changes between stages of the life cycle call for adjustments in the socialization process. in all, sociologists Identify four types of socialization, {including primary, anticipatory, reverse, and resocialization. The four types tend to occur in all societies, no matter how many stages of the life cycle # sociely may recognize." i Primary soctalization occurs during the infancy and childhood period. Language and preoperational skills are acquired at this stage. Also, at this stage children are expected to internalize the norms and values oftheir culture, learn the appropriate sex-role behaviors, and develop the appropriate emotional rela- é tionships expected of members of that society. 76 sociatizationtransmit different messages. The Bureau of Indian AVfairs (BIA) is a case in point The BIA, begun ig 1834, was set up to manage the affairs of Indians and to assist {in their assimilagon Into the larger American culture. A century and a half later he BIA has beer criticized as one of the major factors in the continued plight of \merican Indians For example, Collier (1980) feels the BIA’s paternalism keeps Indian dependent and in a'state of “perpetual juvenilization.” According to ollier, “Thus, the BIA's overseership of human devastation begins by teaching bright-eyed youngsters the first formative lessons in what it is to be an Indian" (Collier, 1980:412), The BIA’s boarding schools for the youth of Indian reservations are riddled with accounts of physical abuse and the initiation of a fallure orientation. The Indian students’ education often teaches them that they are powerless and infe- riot. AS one author notes, Having spent his youth being managed and manhandled, he Indien is accustomed to the notion, that his business must be taken care of for him. He is thus dealy equipped to stand by and watch the BIA collect morigages on his future (Cote, 1860:413). Similar evidence of the transmission of other-than-mainstream norms and values in public schools is offered by Rosenthal and Jacobson (1968). Their research, Gescribed in ygmation inthe Classroom, ilustates how teachers socialize poor largely Mexican American youth for ftlure. Thus, although we look to the so. cialization process and to the agents of socialization to inculcate within the members of society a common set of normative expectations, the exient to which we share common norms and values will depend on the other groups £9 which we belong ‘The focus of this chepter was socialization, We defined socialization as the process whereby we acquire the altitudes and behaviors that are approprials for our society. it is socialization that allows us to act fike humans, Without Socialization we would have problems developing. These developmental prab- lems are seen most clearly in the casos where socialization has falled. Cases of leral, isolated, and institutionalized chiidren ilustrate that without socialization we would have difficulty in walking, talking, and feeling like @ human being. ‘Animal studies on rhesus monkeys also support the importance af socialization. We are socialized both directly and Indirectly. We are socialized directly through instruction and the‘application of rewards and punishments. indirectly we are socialized through Imitation and observation. Socialization |s 80 impor tant in developing conforming members of the society that itis not left to chance. ‘Those persons and institutions that have the responsibilty of socializing mem- bers of the society are called agents of socialization. The agents of socialization include the amily, peer groups, schools, and the mass media. ‘There are four types of socialization. The types of socialization include primary. anticipatory, reverse, and resocialization. These four types of sociali- zation demonstrate the lifelong experiences of socialization. We are constantly Summary 83Key Concepts being soclalized and resocialized. Socialization does not end atter childhood. We are socialized ‘om the wamb to the tomb. Seit-identity Is @ product of the socialization process. According to Cooley, the self emerges as a result of peering into the looking glass of others. Mead ‘says that we develop a social self as we learn to call up In ourselves the ‘expectations of a generalized other. Freud's theory also Ilustrates the impor tance of others in Influencing our self-identity. Finally, we noted that soci zation in America is not a homogeneous experience. Different subcultural groups. may experience different lessons in thelr soci SR References 84 Sociattzation agents of soctalization mortification ceremonies anticipatory socialization peer group ego primary group feral children primary socialization “" resoctalization td reverse socialization Iooking-glass sell self marasmus soctallzatton "me" superego total institution Brown, Roger. (1972) “Feral and Isolated Man.” In V. P, Clark etal. (eds. Language New York, NY.: St. Martin's Press, Inc Cohen, Albert. (1855) Delinquent Boys. New York, N.Y. The Free Press Coles, Robert. (1967) Children of Crisis. New York, N.Y. Dell Publishing Company, inc. 1371) Migrants, Sharecroppers, Mountaineers. New York, NY. Lite, Brown and Company. Coltter, Peter. (1980) “Better Red Than Dead.” In Glen Gaviglio and David E. Raye (eds. Society As It Is New York, NY.: Macmillan Publishing Co., nc Cootey, Charles H. [1802] (1964) Human Nature and the Social Order. New York, RY. Schocken Books, Inc. 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