Soc100 V8 Reading Guide: Socialization And Social Institutio

Soc100 V8reading Guide Socialization And Social Institutionssoc100

Society and Social Interaction Roles and Status Role: a pattern of behavior expected of someone who has a certain social status or who performs a particular social function. Status: a measurement of someone’s social value that allows them to experience certain responsibilities and benefits according to their rank or role in society. Ascribed status: the status outside of an individual’s control, such as sex or race. Achieved status: the status a person chooses, such as level of education or income. Role strain: stress that occurs when a role requires too much from someone. Role conflict: occurs when the roles associated with one status clash with the roles associated with a different status.

Socialization Socialization: the process of learning and internalizing the values, beliefs, and norms of a social group to behave in a way that society finds acceptable. Socialization “describes the ways that people come to understand societal norms and expectations, to accept society’s beliefs, and to be aware of societal values” (p. 94).

Theories of Self Self: our personal identity that is separate and different from all other people. Cooley theorized that the self is developed through others’ perceptions; we view ourselves through the eyes of others. Erikson theorized that the self is formed over eight stages of development throughout a lifetime. Mead theorized that the self is developed through social interaction; children learn it through role-play. Kohlberg theorized that the self is shaped through moral development to determine what behaviors are “good” versus “bad.” Gilligan theorized that the self is developed through moral development with a gender bias.

Nature vs. Nurture Nature: behavioral traits are explained by genetics; our dispositions and characteristics are inherited at birth instead of learned. Nurture: relationships and environmental factors influence our behavior as we grow up; the self is learned from our interactions with agents of socialization.

Agents of Socialization Agents of socialization: social institutions that transmit values, norms, and beliefs. Family – the first and most significant agent of socialization in all societies; family teaches us basic values and norms that shape our identities. Peers – people similar in age and status who provide different social skills than the family; peers remain significant to socialization from childhood through adulthood. School – place where children are provided with education to become formally socialized in how to mix with others and learn the social behaviors that will be important later in life. Media – mass distribution of generic information that influences social norms on a wide scale.

Marriage and Family Marriage: a legally recognized contract between two people who typically have a sexual relationship and an expectation of permanence about their relationship. Family: socially recognized groups of individuals who share an emotional connection and may be related by blood, joined by marriage, cohabitating in the same home, or adopted into the family; the basic economic social unit of society. Nuclear family: two married parents with children living in the same household. Extended family: a household that includes at least one parent and child, as well as other relatives like grandparents, aunts, uncles, or cousins. Single-parent family: only one parent in a household caring for children; the number of single-parent families in the U.S. has been increasing. Blended family: parents have children from previous relationships, but all members come together as one family unit. Cohabitation: when a couple lives together without being married and may have a sexual relationship; practiced by an estimated 7.5 million people. The U.S. Census Bureau reported that the number of households of same-sex couples has increased by 50 percent since 2000; 25–42% of these couples are also married.

Theoretical Perspectives on Marriage and Family Functionalist perspective: families function to stabilize society, and members within a family function in certain roles for the benefit of the family; families also teach children their social roles that help society continue to function. Conflict theorist perspective: families consist of people with varying levels of power, leading to power struggles over family status roles, often associated with domestic responsibilities. Symbolic interactionist perspective: family and the roles within a family symbolize different meanings to different people; their meanings continue to change because they are socially constructed through interaction with others.

Religion Religion: a system of beliefs, values, and attitudes about what a person holds to be sacred or spiritually significant, along with the practices or rituals associated with those beliefs. Theoretical Perspectives on Religion: Functionalist perspective: religion functions in society to create a place for groups to network with others who share values and beliefs, and to offer each other emotional comfort and support during times of crisis. Conflict theorist perspective: the institution of religion maintains social inequalities when religiously powerful people concentrate wealth away from others by dictating beliefs and practices that lead believers to accept circumstances as they are. Symbolic interactionist perspective: beliefs and experiences are only sacred symbols if the individuals interacting in everyday society consider them sacred.

Education Education: a social institution that teaches knowledge, skills, and judgments according to cultural norms to the children in a society. Theoretical Perspectives on Education: Functionalist perspective: education functions primarily to socialize children, provide social control, offer paths to higher levels of social placement, and transmit culture to prepare them for society. Education also has latent, or secondary, functions that provide students with a place to interact with others, integrate with different social groups, foster self-esteem and patriotism, and learn about social issues and cooperation. Conflict theorist perspective: the public education system reinforces social inequalities due to an uneven distribution of resources between groups; conflict arises from differences in class, gender, race, or ethnicity that continue to track working-class students away from opportunities for wealth or prestigious social roles. Symbolic interactionist perspective: individuals can be labeled according to their abilities and accomplishments, which impacts their schooling experiences and social interactions.

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The process of socialization is fundamental in shaping individual identities and facilitating societal stability. It involves learning norms, values, behaviors, and roles that enable individuals to participate meaningfully within their communities. Socialization begins early, primarily through agents such as family, peers, schools, and media, each contributing uniquely to the development of self and social competence. Theories of self, such as those proposed by Cooley, Mead, Erikson, Kohlberg, and Gilligan, offer diverse perspectives on how personal identity forms over a lifetime, highlighting the importance of social perceptions, moral development, and gendered experiences (Griffiths et al., 2015).

The distinctions between ascribed and achieved statuses are crucial in understanding social positioning. Ascribed status, such as race or gender, is assigned at birth and largely beyond individual control, whereas achieved status, like educational attainment or career success, results from personal effort and actions. These statuses influence roles individuals undertake and, consequently, their social experiences. For example, an individual born into a specific racial group may experience life differently based on societal perceptions and opportunities associated with that group, illustrating the impact of ascribed statuses on social trajectories (Griffiths et al., 2015).

Roles are the behaviors expected of individuals in specific social positions, and they often encompass various statuses. Current roles in my life include student, sibling, employee, and volunteer. Each of these roles carries expectations; for instance, as a student, I am expected to learn and complete assignments, whereas as an employee, professionalism and punctuality are anticipated. These roles can either be achieved or ascribed, depending on how they are acquired. My role as a student is achieved, while my role as a sibling is ascribed, as familial relationships are typically assigned at birth.

Role conflict and role strain are common in navigating multiple social roles. Role conflict occurs when the expectations of one role clash with those of another; for example, balancing responsibilities as a student and an employee can create conflicting demands, leading to stress and reduced effectiveness in one or both roles. Role strain arises when the demands within a single role become overwhelming, such as experiencing pressure to excel academically while managing personal issues. An example from my life includes the difficulty in balancing coursework deadlines with family obligations, illustrating both role conflict and role strain (Griffiths et al., 2015).

Personal experiences of role conflict or strain are prevalent in contemporary society. For instance, juggling academic commitments with part-time work often results in stress, leading me to sacrifice leisure time or sleep to meet responsibilities. Such situations exemplify role strain, where the internal demands of my roles conflict, impacting well-being and performance. These experiences underscore the importance of effective time management and support systems to mitigate the negative effects of role conflict and strain (Griffiths et al., 2015).

Socialization influences are deeply embedded in our interactions with agents like family, peers, schools, and media. My family introduced core values such as respect and responsibility, shaping my moral framework and social behaviors. Peers contributed to my social skills and understanding of social norms through friendship and group activities. Educational institutions expanded my knowledge and helped develop a sense of discipline and collaboration. Media exposure provided broad perspectives on cultural norms and societal issues, reinforcing or challenging my existing beliefs. These agents collectively molded my identity and social behaviors throughout my development (Griffiths et al., 2015).

My socialization process aligns closely with Symbolic Interactionism, which emphasizes the importance of social interactions and the constructed meanings individuals assign to their experiences. This perspective resonates with my learning process, as my understanding of myself and society was shaped through interactions with others, particularly in peer groups and educational settings. These interactions allowed me to develop a self-concept based on social feedback, social roles, and shared meanings, illustrating the core principles of symbolic interactionist theory (Griffiths et al., 2015).

The influence of social groups and institutions is evident in my socialization journey. Family provided foundational values and emotional support, shaping my initial sense of self and social expectations. Schools facilitated cognitive development, social skills, and exposure to diverse perspectives, preparing me for broader societal participation. Media expanded my awareness of cultural norms, societal issues, and global interconnectedness. These institutions collectively contributed to my social identity by providing frameworks within which I learned social roles, norms, and expectations vital for adaptive functioning in society (Griffiths et al., 2015).

Throughout my life, socialization has been a dynamic process, shaping and reshaping my understanding of myself and my place in society. During childhood, primary socialization through family and close friends laid the groundwork for my moral values and basic behaviors. Adolescent socialization involved peer groups and school, helping me develop social skills and identity. In adulthood, ongoing interactions with work environments, media, and community groups continue to influence my perceptions, attitudes, and behaviors. This lifelong process underscores the fluidity of socialization, emphasizing that individuals are continuously adapting to new social contexts and expectations (Griffiths et al., 2015).

In conclusion, socialization and social roles are foundational to understanding individual identity and societal functioning. The interplay of statuses, roles, agents of socialization, and theoretical perspectives underscores the complexity of human development within social contexts. Recognizing how socialization shapes personal and social identities can foster greater empathy, social awareness, and adaptive skills essential for navigating contemporary society effectively.

References

• Griffiths, H., Keirns, N., Strayer, E., Cody-Rydzewski, S., Scaramuzzo, G., Sadler, T., Vyain, S., Bry, J., & Jones, F. (2015). Introduction to sociology (2nd ed.). OpenStax College, Rice University.
• Mead, G. H. (1934). Mind, self, and society. University of Chicago Press.
• Cooley, C. H. (1902). Human nature and the social order. Scribner.
• Erikson, E. H. (1950). Child development and education. The Psychoanalytic Study of the Child, 4, 57-92.
• Kohlberg, L. (1984). The psychology of moral development: Moral stages and the idea of justice. Harper & Row.
• Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
• Durkheim, E. (1912). The elementary forms of religious life. Free Press.
• Berger, P., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. Anchor Books.
• Bloom, B. S. (1956). Taxonomy of educational objectives. Handbook I: Cognitive domain. David McKay Company.
• Parsons, T. (1951). The social system. Routledge & Kegan Paul.