Sociology

3 pages question is in attachments  and also PowerPoint 

Socialization

Nature vs. Nurture
In the fable, the scorpion convinces a frog to carry him across the river. The frog says no because you will sting me. The scorpion says I won’t sting you because then we’ll both drown. The frog says that makes sense and agrees. The scorpion stings the frog mid-river, assuring both of their deaths, but not before the frog asks why. The scorpion says because it is in his nature.

Remember the Nature vs. Nurture Debate?
Nature – biology creates our behavior
Nurture – we learn behavior along the way
If we learn our behavior we have to describe how we do that
Sociology calls this process socialization

Before Talk About Socialization, Need to Talk About Instincts
What is an instinct?
Instinct – innate, unlearned, universal
So, humans have no instincts

Reflexes & Drives
We do have reflexes and drives
Reflex – ANS response
Example?

Drives
Drive – sex and aggression (behavior designed to cause harm or pain)

So, If No Instincts What Do We Have? Socialization!
What is socialization?
Process by which we learn behavior
But there is a complex interconnection between biological potentials and what we learn after birth

The Speed of Learning Varies…

And Even Animals, Birds, Etc. Learn Behavior
Konrad Lorenz (1903-1989), Vienna
Psychologist/Zoologist – Imprinting

Pavlov & Dogs
Ivan Pavlov (1849-1936)
Nobel Prize Winner, Physiologist, Psychologist, Physician – Conditioning

CONDITIONING
Classical Conditioning – S1 = R1
R1 becomes extinct over time
Operant Conditioning – S1 + S2 = R1

Back to Humans
If we learn our behavior, then we have to talk about how we learn our behavior and who helps us learn it
We call the people that help us learn our behavior Agents of Socialization
Examples?

Agents of Socialization
Parents
Peers
School
Media

Primary Socializer
The Family

Some Sociologists Think Media is Now the Primary Socializer

Resocialization
Erving Goffman (1922-1982)
Dramaturgical perspective (part of symbolic interactionism)
Presentation of Self in Everyday
Society and Asylums
Total institutions

EXAMPLES OF
TOTAL INSTITUTIONS
Prisons
Mental hospitals
Military academies

Evidence of Socialization
Cultural Variation Studies
Child Isolation Studies
Open Birthing/Intersexuality Studies

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Cultural Variation Studies
Margaret Mead (1901-1978); Anthropologist
Columbia U. and Museum of Natural History
Coming of Age in Samoa (1928) and Sex & Temperament in Three Primitive Societies (1935)

Papua, New Guinea

Sex & Temperament in three Primitive Societies, New Guinea
Arapesh – both men and women were passive, peaceful in temperament; neither men nor women made war.
Mundugumor – both men and women were aggressive, warlike in temperament.
Tchambuli – men passive, women aggressive. The men ‘primped’ and spent their time decorating themselves while the women worked, hunted, and were the practical ones — the opposite of early 20th century America.

Child Isolation Studies
Feral v. non-feral children

http://listverse.com/2008/03/07/10-modern-cases-of-feral-children/

http://www.plu.edu/~jensenmk/271wild.html

http://hubpages.com/hub/The-Forgotten-Feral-Children
First recorded feral child:
Victor (1790-1830) found in
Southern France circa 1800
(The original wild child)

Genie, Modern Day Wild Child
Susan Wiley (1957- ) found in 1970 in Los Angeles, CA
See course homepage
for video

Open Birthing/Intersexuality Studies
1/100,000 babies born w/ ambiguous genitalia has both male and female genitalia
Images are centuries old

Dr. Anne Fausto-Sterling,
Brown U.
Professor of Biology & Gender Studies
Myths of Gender (1992)
Sexing the Body (2000)

Dr. Anke Erhardt, Columbia U.
New York State Psychiatric Institute
Man & Woman, Boy & Girl: Gender Identity from Conception to Maturity (1972, 1996).
Worked with Dr. John Money, Johns Hopkins University.

Dr. John Money (1921-2006), Johns Hopkins U.
Psychologist, Pioneer Researcher on Sex Reassignment

About the David Reimer Case
Best-known for his involvement in the sex reassignment of David Reimer.
Later became known as the “John/Joan” case, Dr. Money reported he successfully reassigned Reimer as female after a botched 1968 infant circumcision.
The reassignment failed; Reimer never identified as female. At age 14, Reimer refused to see Dr. Money again, began living as male, underwent more surgeries, married, and remained a man until his suicide at age 38.

David Reimer (1965-2004)
Born Bruce – identical twin to Brian
As Nature Made Him: The Boy Who Was Raised as a Girl, by John Colapinto (2000)

David Reimer Video

Socialization Theories
Sigmund Freud – Psychoanalytic Theory
George Herbert Mead – Psychosocial Theory/Symbolic Interactionism
Lawrence Kohlberg – Moral Reasoning
Erik Erickson – Developmental Theory
Jean Piaget – Cognitive Theory

Psychoanalytic Theory
Sigmund Freud (1856-1939)
M.D., Father of Psychiatry
Interested in mind/body

The Mind
Conscious
– that which we are aware of
Unconscious
– that which we are unaware of

The Personality
Id, 0-18 months
– self-gratification/pleasure
Ego, 2-4 years old
– planner, mediator
Superego, 4-6 years old
– internalizes external norms

Psychosexual Stages
Oral, 0-18 months
– trust
Anal, 18-36 months
– control
Phallic, 3-6 years old
– self-esteem
Latency, 6-12 years old
Genital, puberty+

Oedipal/ELECTRA Complex
Where a child of either gender regards the parent of the same gender as an adversary/competitor, for the exclusive love of the parent of the opposite gender.
The name derives from the Greek myth of OEDIPUS, who unwittingly kills his father, LAIUS, and marries his mother, JOCASTA.
Freud considered the successful resolution of the Oedipus complex to be key to the development of gender roles and identity. He posited that boys and girls resolved the conflicts differently as a result of castration anxiety (for males) and penis envy (for females) and needed to identify w/ appropriate sex parent (Identification).

Freud’s Legacy
The “talking cure”

Psychosocial/Interactionism Theory
George Herbert Mead
The ‘Self’ = The Personality
I and Me Stage = Id, Ego, Superego
Preparatory, Play, Game Stage
Role Taking = Identification

Moral Reasoning/Development Theory
Lawrence Kohlberg (1927-1987)
Psychologist, U. of Chicago, Harvard U.
Follower of Jean Piaget’s Theories
Contracted tropical disease, in pain last 16 years of his life, found his body in
Boston Harbor

Heinz Dilemma
A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to produce. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife.
Should Heinz have broken into the laboratory to steal the drug for his wife? Why or why not?

Stage one (obedience): Heinz should not steal the medicine because he will consequently be put in prison which will mean he is a bad person. Or: Heinz should steal the medicine because it is only worth $200 and not how much the druggist wanted for it; Heinz had even offered to pay for it and was not stealing anything else.
Stage two (self-interest): Heinz should steal the medicine because he will be much happier if he saves his wife, even if he will have to serve a prison sentence. Or: Heinz should not steal the medicine because prison is an awful place, and he would probably languish over a jail cell more than his wife’s death.

Stage three (conformity): Heinz should steal the medicine because his wife expects it; he wants to be a good husband. Or: Heinz should not steal the drug because stealing is bad and he is not a criminal; he tried to do everything he could without breaking the law, you cannot blame him.
Stage four (law-and-order): Heinz should not steal the medicine because the law prohibits stealing, making it illegal. Or: Heinz should steal the drug for his wife but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. Criminals cannot just run around without regard for the law; actions have consequences.

Stage five (human rights): Heinz should steal the medicine because everyone has a right to choose life, regardless of the law. Or: Heinz should not steal the medicine because the scientist has a right to fair compensation. Even if his wife is sick, it does not make his actions right.
Stage six (universal human ethics): Heinz should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. Or: Heinz should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant.

Not whether Heinz should or should not steal the drug, but the reasoning process used to arrive at the decision which is important

Stages of Moral Development
Level 1 (Pre-Conventional)
Level 2 (Conventional)
Level 3 (Post-Conventional)
(Three levels and six stages within three levels)

Level 1 (Pre-Conventional)
Most common in children
Obedience and punishment driven
Stage 1 – concerned w/ consequences to oneself; the worse the consequences, the worse the behavior is seen
Stage 2 – self-interest driven; what’s in it for me?

Level 2 (Conventional)
Typical of adolescents and young adults
Concerned with societal views and expectations
Stage 3 – conformity driven; begin to look at one’s actions in terms of relationships
Stage 4 – authority and social order driven; begin to transcend individual needs

Level 3 (Post-Conventional)
Principled level; back to realizing self before society
Stage 5 – social contract driven; laws are regarded as social contracts rather than rigid dictums; those laws that do not promote the general welfare should be changed when necessary to meet the greatest good for the greatest number of people; democracy is based on stage five reasoning.
Stage 6 – universal ethical principles driven; based on abstract reasoning and laws are valid only as they are grounded in justice; we can imagine what one would do being in anyone’s shoes; one acts because it is right, and not because it is expected, legal or previously agreed upon. Kohlberg insisted that stage 6 exists but he had difficulty finding people who consistently used it.

Developmental Theory
Erik & Joan Erickson – We develop our behavior in a series of Individual Life Cycle Stages
Erik Erickson – 1902-1994
Joan Erickson – 1902-1997
Married in 1930

ABOUT ERIK ERICKSON
German-U.S. psychoanalyst, trained in Vienna by Anna Freud.
In 1933 he immigrated to the U.S., where he practiced child psychoanalysis in Boston and joined the Harvard Medical School faculty even though he was not degreed.
In 1936 he moved to Yale University, and in 1938 he began his first studies of cultural influences on psychological development, working with Native American children.
He later taught at UC-Berkeley but left in 1950, during the era of McCarthyism.

ABOUT JOAN ERICKSON
Born in Toronto and graduated from Barnard College/Columbia University.
Authority on human development, with her husband popularized a theory known as the Eriksonian life cycle.
Authored several books solo and several with her husband including Childhood & Society.
Lived in Cambridge and Cape Cod, MA; had two sons and a daughter.

Eight Life Stages
Personality development, in Erikson’s view, takes place through a series of identity crises that must be overcome and internalized in preparation for the next developmental stage; he posited eight such stages.

http://www.learningplaceonline.com/stages/organize/Erikson.htm

FOR EACH STAGE DESCRIBE
Length of each stage
Description of each stage
Tasks to be accomplished for each stage
Hazards preventing task accomplishment

INDIVIDUAL LIFE STAGES
STAGE I
Trust vs. Mistrust
Birth to one year
Task: Sense of security
Hazards:
Inconsistency
Abuse, neglect,
deprivation

STAGE II
Autonomy vs. Shame and Doubt
2-4 years old
Tasks: starting a ‘self,’ independence, control over self and others
Hazards?
Doing everything for the child
Hypercritical parents

STAGE III
Initiative vs. Guilt
4-5 years of age
Tasks: self-starter
Hazards?
Hypercritical parents
Parents who do everything for their child
Not accomplishing previous stage tasks

STAGE IV
Industry vs. Inferiority
6-12 years old
Tasks: learn value of work
Where?
School, home
Hazards?
Hypercritical parents, failure at school, problems with previous stages

STAGE V
Identity vs. Role Confusion
12-21 years of age (adolescence)
Tasks: clarification of the self
Hazards?
Problem role models,
societal non-support,
problems in previous
stages

STAGE VI
Intimacy vs. Isolation
20s
Tasks: develop intimate
relationships
Hazards?
Problems in previous stages, particularly stage one (trust vs. mistrust) and stage five (identity vs. role confusion)

STAGE VII
Generativity vs. Stagnation
30s-50s
Tasks: feel productive
Where?
Work and family
Hazards?
Problems in previous stages (particularly stages 3 and 4)

STAGE VIII
Integrity vs. Despair
Old Age
Tasks: acceptance of one’s life –
Then and now…
Hazards?
Problems in any
of previous stages

CULMINATION
Wisdom

Cognitive Theory
(Thinking Process)
Jean Piaget (1896-1980)
Swiss developmental psychologist
Brilliant child, published 1st paper at age of 10 on sparrows
During high school he served as
lab assistant to the Director of
the Natural History Museum

Piaget Archives
By 1930, he had published 25 papers on zoological topics
Wrote 60 books and several hundred articles during his career

Moved to Paris where he taught at a school run by Alfred Binet (IQ Test) (1857-1911)
New Methods for the Diangnosis of the Intellectual Level of Subnormals, (1905)

Piaget and Binet
They noticed that young children consistently gave wrong answers to certain questions. They did not focus on the wrong answers, but the fact that young children kept making the same pattern of mistakes that others did not.
This led them to the theory that young children’s thought processes are different from those of adults.

Recognized four levels of cognitive development corresponding to:(1) infancy, (2) pre-school, (3) childhood, and (4) adolescence.
Each stage is characterized by a general cognitive structure that affects all of the child’s thinking.
Each stage represents the child’s understanding of reality during that period.

Development from one stage to the next is thus caused by the accumulation of errors in the child’s understanding of the environment

Four Developmental Stages Described by Piaget
Sensorimotor Stage: from birth to age 2 years (children experience the world through movement and senses and learn object permanence)

Description & Implication for Teaching the Child – Sensorimotor Stage
During this stage, the child learns about itself and environment through motor and reflex actions.
Thought derives from sensation and movement.
The child learns that it is separate from its environment and that aspects of its environment – parents or a favorite toy — continue to exist even though they may be outside the reach of its senses.
Teaching for a child in this stage should be geared to the sensorimotor system. You can modify behavior by using the senses: a frown, a stern or soothing voice — all serve as appropriate techniques.

Preoperational Stage: from ages 2 to 7 (acquisition of motor skills)

Description & Implication for Teaching the Child – Preoperational Stage
Applying the new knowledge of language, the child begins to use symbols to represent objects.
The child is now better able to think about things and events that aren’t immediately present.
Oriented to the present, the child has difficulty conceptualizing time.
The child’s thinking is influenced by fantasy — the way he’d like things to be — and he assumes that others see situations from his viewpoint.
The child takes in information and then changes it in their mind to fit their ideas.
Teaching must take into account the child’s vivid fantasies and undeveloped sense of time. Using neutral words, body outlines and equipment a child can touch gives him an active role in learning.

Concrete Operational Stage: from ages 7 to 11 (children begin to think logically about concrete events)

Description & Implication for Teaching the Child – Concrete Operational Stage
During this stage, accommodation increases. The child develops an ability to think abstractly and make rational judgments about concrete or observable phenomena, which in the past the child needed to manipulate physically to understand.
In teaching this child, giving the child the opportunity to ask questions and to explain things back to you allows the child to mentally manipulate information.

Formal Operational Stage: after age 11 (development of abstract reasoning).

Description & Implication for Teaching the Child – Formal Operational Stage
This stage brings cognition to its final form. The adolescent no longer requires concrete objects to make rational judgments.
At this point, a child is capable of hypothetical and deductive reasoning.
Teaching for the adolescent may be wide ranging because the adolescent will be able to consider many possibilities from several perspectives