Chapter 4
Socialization
and the
Construction of
Reality
Lecture PowerPoint
© W. W. Norton & Company, 2008
Socialization: The Concept
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Socialization is the process by which individuals
internalize the values, beliefs, and norms of a given
society and learn to function as a member of that
society.
You May Ask Yourself
Copyright © 2008 W.W. Norton & Company, Inc.
Primary socialization: becoming human
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Much takes place before age 5
Carried out by parents and family
Includes:
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Language development
Internalization of norms, values, etc.
Establishing identity (“Who am I?”)
Human development (Intellectual, Emotional,
Social)
Anticipatory Socialization
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Preparing for a role. Examples:
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Education
Training or practicing a sport or activity
Choosing a major or career
Internship, training
Engagement
Pregnancy
Resocialization
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Drastic form of adult socialization
Changes entire environment, culture, and
possibly self-concept
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Moving to foreign country
Being institutionalized or incarcerated
Joining military
Total institution: controls all basics of
everyday life, aimed at resocialization
Theories of Socialization
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Charles Horton Cooley: “Looking Glass
Self”
Self concept emerges from ability to assume
the point of view of others and imagine how
they see us.
“I am not what I think I am. I am not what
you think I am. I am what I think you think
I am.” (Cooley)
Criticisms: too much emphasis on others
You May Ask Yourself
Copyright © 2008 W.W. Norton & Company, Inc.
Theories of Socialization
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George Herbert Mead: The “Other”
 Infants know only the “I”
 By about one year, we can distinguish between self and
others. (“My mom is not me”)
 By age 3 we can see ourselves from other’s point of view
(“Mom doesn’t like it when I hit my brother.”)
 Late childhood: internalize concept of generalized other
(“they”= parents, friends, teachers, significant people)
 Allows us to apply norms and behaviors learned in specific
situations to new situations
You May Ask Yourself
Copyright © 2008 W.W. Norton & Company, Inc.
Theories of Socialization
Mead stressed the importance of imitation, play, and games
in helping children recognize one another, distinguish between
self and other, and grasp the idea that others can have multiple
roles.
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You May Ask Yourself
Copyright © 2008 W.W. Norton & Company, Inc.
Theories of Socialization
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Freud: components of personality
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Id: biological impulses, desires. Antisocial,
unconscious. Instant gratification of needs
Ego: Parents teach child that not every need can
be gratified in any way. Child must learn control.
Conscious self plans, thinks, decides.
Superego: Generalized sense of right and wrong
(conscience). Norms and values internalized.
Theories of Socialization
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Freud: psychosexual development – battle with id
is re-enacted at each stage
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Infancy: “Oral” stage (feeding) - basic trust develops
when caregivers meet baby’s needs.
Toddlers: “Anal” stage (toilet training) symbolizes self
control.
Preschool: “Phallic” stage (discovery of sexuality) – child
becomes romantically attracted to opposite sex parent.
Internalizes gender roles (powerful but distant father,
mother as caregiver, nurturer)
Theories of Socialization
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Freud: Stages of emotional development
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Childhood: “latent” stage (quiet time)
Adolescence: “genital” stage (puberty) – early
relationship with parents is resolved by healthy
attraction to opposite sex.
Ability to have strong emotional relationships
depends on early experiences.
Criticisms: sexist bias; difficulty of testing
Theories of Socialization
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Eric Erikson: psychosocial development
eight stages that span entire lifetime
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Based on Freud
Each stage involves a specific conflict
Each must be resolved in order to move on
You May Ask Yourself
Copyright © 2008 W.W. Norton & Company, Inc.
Erikson’s 8 Stages of Psychosocial Development
Erikson’s 8 Stages of Psychosocial Development
General criticisms of psychological and stage
theories (Mead, Freud, Erikson)
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Too much emphasis on age/stage relationship
and ordering
Tend to be deterministic
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individuals not viewed as taking active role in
own development
Socialization viewed as one-way process, not
reciprocal
Ignore societal influences and cultural
variation
Alternative perspectives
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Interpretive reproduction (Corsaro)
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Children as active contributors to own
development
Takes place within peer culture (collective
process)
Children collectively:
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Appropriate knowledge and info from adult world
Interpret it within peer culture
Reproduce and extend adult world
Alternative perspectives
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Interpretive reproduction: “Little Chairs”
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Appropriate knowledge and info from adult world
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Interpret it within peer culture
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Means of inclusion and exclusion
Follow the leader, invent new patterns
Rebel against adult rules (don’t stand on chairs)
Reproduce and extend adult world
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Preschoolers arrange little chairs in circle and walk around on them.
Becomes meaningful routine
Defines social reality
Awareness of adult rules (be careful, don’t stand on chairs)
Children are actively constructing culture and participating in
own socialization
Alternative perspectives
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Goffman’s dramaturgical theory
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social life as a theatrical performance
roles, scripts, costumes, and sets
“front stage:” role we project to world, public
“back stage:” private roles
“face:” esteem of others, social status
Focuses on scripts, how we know them, what happens if we
don’t follow them (“breaches”)
You May Ask Yourself
Copyright © 2008 W.W. Norton & Company, Inc.
Interactionists and newer theories
believe in:
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The Social Construction of Reality
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People give meaning or value to ideas or objects
through social interactions.
Ongoing process that is embedded in our everyday
interactions.
unexpected change in reality can be upsetting, frustrating,
or incomprehensible.
consensus on shared meanings helps society function
smoothly.
You May Ask Yourself
Copyright © 2008 W.W. Norton & Company, Inc.