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the context of socialization - Coggle Diagram
the context of socialization
biological contexts
sociobiologists
suggest that some human capabilities may be "wired into" our biological makeup.
for example: newborn babies are
born
grasping, rooting, and craving human contact- this isn't something that is taught; its human nature (biological)
argue that traits that aid survival and reproduction will survive; while others, like unusual physical/behavioral patterns in animals, will tend to die out.
shows that biological factors play a role in development, but do NOT show that all human behavior is biologically determined.
educators are beginning to wonder if some conditions like dyslexia are due to the
incomplete development
of certain nerve pathways in the brain that may scramble signals on the way to the brain. --> Such problems may be part of the
biological context of socialization.
biology provides rich potential for becoming human and may present general tendencies, such as desire for human contact, but it does not determine the particular form such social development takes.
social contexts
Your family's social class, economic position, and ethnic background-- as well as your gender-- can affect the ways in which you will be socialized.
These differences in parental response may stem from the life situations of people in different classes. Different parental experiences in the occupational world color the view of what children need to learn.
Parents value different traits for their children, depending on the economic, political, and social situations they face.
Political structure may also be related to socialization practices. [Autocratic states tend to have more "severe" socialization.]
All groups try to socialize their children as well as they can, but they stress different behaviors, depending on what they deem need in their situation.
Sub-groups do the same-- they try to prepare they children as well as possible for the positions they are likely to hold.
psychological contexts
primary factor in this context: the psychological state of the person being socialized. [Include feelings such as fear, grief, love, anger, etc.]
strongly feeling one or more of these emotions might/tend to inhibit or promote socialization of a certain kind.
emotions can also influence how individuals perceive the content of socialization, whether in becoming a member of a family group or religious sect.
DAY CARE: children who attend day care do very well. Children from very low-income families have benefited considerably over the long term.
PEERS: Peers may
reinforce behaviors
that are stressed by parents and schools. peer groups
may provide rewards
, praise, prestige, and attention to individuals for doing things adults disapprove of. Peer sanctions (punishments) are particularly effective.
the united effect of peer and official authority is more powerful and painful than official authority alone for the individual who does not conform. Girls seem to be somewhat more influenced in their future life plans by peers than are boys. Peers influence adolescents with various things: dress; musical fads; cheating; etc.
SCHOOLS: societies established schools to teach newer gens certain skills, along with values and attitudes (competitiveness, cooperation, conformity, innovation, etc).
children's relationships with adults move from nurture and behavioral concerns to performance of tasks and skills determined by others.
COMMUNITY AND COUNTRY: Children learn political information and attitudes rapidly during the elementary school years. The bond regarding children's common ethnocentrism may be the most critical socialization feature relating to the political life of the nation. In the first decade of adult life, people modify their political orientations as they take on new occupational and family roles. [There are exceptions to this.]
Children form economic ideas fairly early in life. [children] they developed attitudes that were more favorable toward capitalism, perhaps because of what they learned at school, media, or at home.
MASS MEDIA: Mass media like television have been shown to influence the cognitive and behavioral in results of TV watching. Current research supports the view that seeing violence on television increases the chance that a child will be aggressive. Young people obtain considerable political and social information from television--- but how they perceive that information depends largely on parental influence.
Winn (1977) suggests that the experience of watching TV itself is limiting. In so that you're not socializing, you're not moving, you're not having any type of experience. This research shows the growing importance of television as a medium of socialization, although clearly it is only one among a number of important influences.