Socialization and Social
Restraint
Chapter 7
Key Words
Anticipatory Socialization
 Identity confusion
 Identity crisis
 Peer group
 Primary Agent
 Reference Group
 Secondary Agent
 Secular
 Socialization
 Workplace Culture


Erik Erikson
How do we become Socialized?

What is socialization??

The process that an individual goes
through to acquire a self-identity and
social skills needed for survival.

Sociologists agree that the environment
impacts our development and behaviour,
but what we inherit genetically impacts our
physical make-up.
Socialization
…is learned by interacting with other people, not
from books or instruction
 …begins in early childhood within the family
structure
 …strongly influences the kind of person you
become, perhaps even more than your genetics
do
 …is strongest during childhood to early
adulthood, but can continue for the rest of your
life.

Agents of Socialization
Family
 Mass Media
 Peers
 Religion
 School
 Workplace

The family (Primary Agent)
Primary Agents are the agents responsible
for the basic norms and values of society
during childhood.
 The family is one of these.


Socialized by commands and orders

Praise and punishment

Unintentional socialization

Societal norms and values are transferred (cultural
stories and tales).

Put in youth programs to interact with other
children and adults
Secondary Agents of Socialization

These are meant to continue the
socialization started by the family.

Schools are most important of these.
First time another adult was in charge of
you?
 Teacher nice but not loving like family?
 Teacher enforced rules impartially?
 No negotiations?
 Some kids get more than others?

Changes in schooling
More two parent families = less time with
kids
 Schools do more “family” tasks
 Kindergarten
 Kids stay in school longer
 College/university
 16-18 years in educational setting.

Peer and Reference Groups
We know what peers are. Peer groups are
groups of people of similar age and status
who we interact with.
 They are also “reference groups.” We try to
refer to these when looking for the solutions
to problems.
 Peer groups do a lot for us:
-Teach how to share, handle conflict,
participate with others, and measure our
abilities physically, socially, and mentally.

Finding our Identities

Erik Erikson (he’s back) made the term,
“Identity Crisis.”

Who am I? Where am I going?

A lot of pre-industrialized societies’
adolescents have this determined for
them. In post-industrial societies, it is not
so easy.
Identity Crisis

This happens when
we have not formed
an identity for
ourselves yet.

We are still reliant on
our peers
The Media
We know it is important. It has a strong
ability to impact us, especially children.
 Between 1955 and 1989, children went
from spending 1.2 hours a day of
television, to 4 hours a day.


Look at Page 238.
What is different about TV from
other media?
Rapid movements, loud sounds = constant
orientation to the screen = nervous
system is active.
 Interactions between people and events
are “vivid” and short
 Several senses stimulated at once.
 More emotional reaction due to more vivid
action
 Little time to process and reflect.

Television
Television is unlike other agents of
socialization. It is only one-way.
 It has an enormous impact on children.
Why do you think this is?

Media as an Agent of Socialization
There is a lot of concern by children’s
groups about the impact of television on
children.
 This has been going on for thirty years.


Concerns focus on violence and sexual
images mainly.
Does TV cause violence?

Concern that children will be influenced by
what they see on television.
Stereotyping on Television

Stereotypes
Work

Assignment due next Tuesday.

Do #2 and 3 on page 241. Instead of the
“As a class” parts though, do it on your
own. Pick a show that you watch and
answer the questions.