Soc100 V7 Title ABC123 Vx Page 2 Of 2 Socialization And Soci

Soc100 V7titleabc123 Vxpage 2 Of 2socialization And Social Structure

Describe the perspectives of development of the self: Cooley’s Looking Glass Self explains that individuals develop their self-image based on how they believe others perceive them. Mead’s Role Taking emphasizes that individuals learn to see themselves from others’ perspectives through social interactions. Piaget’s Development of Reasoning highlights that children develop logical thinking through stages as they interact with their environment.

Socialization shapes personality, morality, emotions, and gender by transmitting norms, values, and roles from agents like family, peers, education, media, and religion. Family primarily influences personality and morals, peers affect social behaviors and gender norms, schools teach discipline and social skills, media shape perceptions and gender identities, and religion provides moral frameworks.

In childhood, socialization occurs through family and play, developing foundational skills. During adolescence, peers and schools influence identity and independence. Transitional adulthood involves higher education and entering the workforce. In middle years, workplaces and families reinforce roles and responsibilities. For older adults, socialization includes community engagement and adapting to aging changes.

Social structure refers to the organized pattern of social relationships and institutions that compose society. Components such as social institutions (family, education, religion), social statuses, roles, and social networks contribute to the macrosociological perspective by shaping individual behavior within the broader societal context.

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The development of the self is a complex process influenced by various sociological perspectives. Charles Horton Cooley’s concept of the Looking Glass Self posits that individuals form their self-image based on how they believe others perceive them. This reflective process involves imagining how others see us, internalizing these perceptions, and shaping our self-concept in response (Cooley, 1902). Mead’s theory of Role Taking emphasizes that through social interactions, individuals learn to adopt others’ perspectives, which is crucial for developing a sense of self and understanding social roles (Mead, 1934). Jean Piaget’s Development of Reasoning delineates stages through which children gradually acquire logical thinking abilities, allowing them to reason about their environment and social interactions effectively (Piaget, 1952). These theories collectively demonstrate that self-development is rooted in social experiences and cognitive growth.

Socialization plays a vital role in shaping various aspects of an individual's personality and societal functioning. It influences morality by transmitting societal values and norms that guide right and wrong, while emotions are molded through learned responses and social cues. Gender roles are also reinforced through socialization agents, with different agents contributing uniquely. The family remains the primary agent, shaping early personality and morals (Bourdieu, 1977). Peers and schools influence social behaviors, norms, and perceptions of gender, often reinforcing stereotypes (Miller & Steinberg, 1975). Media plays an increasingly significant role in shaping perceptions of gender and emotional expression, providing models for identity. Religious institutions contribute moral frameworks that influence behavioral norms and emotional regulation (Durkheim, 1912). Together, these agents ensure the internalization of societal expectations and personal identity formation.

Socialization occurs at all developmental stages, each with unique influences. In childhood (birth to age 12), socialization largely occurs through family, where foundational skills, language, and basic norms are established. During adolescence (ages 13-17), peer groups and educational institutions contribute significantly, shaping identity and social skills. Transitional adulthood (ages 18-29) involves higher education, employment, and residential independence, which promote adult roles and responsibilities. In middle years (ages 30-65), socialization revolves around career, family, and community involvement, reinforcing social roles and stability. During older years (ages 65 and above), socialization centers on retirement, health, and social networks, adapting to physical and social changes that come with aging. Each period reflects a shift in social influences that support individual adaptation and societal integration.

Social structure refers to the organized pattern of social relationships and institutions that make up society. It provides the framework within which individuals and groups interact, defining roles, statuses, and expectations (Giddens, 1984). The components of social structure include social institutions such as family, education, religion, and economic systems. These institutions establish norms and rules that guide behavior and organize social life. Social statuses and roles assign individuals specific positions within society, shaping their behavior and interactions (Parsons, 1951). Additionally, social networks and patterns of social stratification influence access to resources and opportunities. Collectively, these components provide a macro-level perspective, illustrating how societal organization influences individual behavior and social cohesion.

References

• Cooley, C. H. (1902). Human nature and the social order. Charles Scribner's Sons.
• Durkheim, É. (1912). The elementary forms of religious life. Oxford University Press.
• Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. University of California Press.
• MacLeod, J. (1995). Ain't no making it: Boys and girls in the inner city. Westview Press.
• Miller, S., & Steinberg, L. (1975). Sex differences in socialization and gender roles. Journal of Social Issues, 31(4), 23-31.
• Parsons, T. (1951). The social system. Free Press.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52, 83-110.
• Mead, G. H. (1934). Mind, self, and society. University of Chicago Press.
• Bourdieu, P. (1977). Outline of a theory of practice. Cambridge University Press.