Socialization, or How to become a person, not Mowgli

Socialization is a boring topic. All theory and abstruse reasoning about society. But it seems so only at first glance. In fact, socialization is everything to us. When your parents taught you to eat with a fork, use the toilet and communicate, and your neighbor Marya Ivanovna shook her finger and insisted that walking on the lawns was bad, you were socialized. And this process continues to this day.

YouTube and television, church and work collective - all these institutions put certain values ​​and norms in our heads, carrying out socialization. Read the article further and you will find out the details, and also understand why socialization is so important and what will happen if it is not passed in childhood. Spoiler: it will be very bad.

Definition and stages of socialization

Socialization is the continuous process of preparing a person for life in society by becoming familiar with social norms, values ​​and customs. In other words, it is a process of learning about social order, which represents the development or change in a person's sense of self.

It is important to note that socialization is not a voluntary procedure. The process of establishing social order begins immediately after a person is born and long before he has the intellectual capacity to understand what is happening. Let's look at how this works.

First

Socialization begins in the maternity hospital, when newborns are divided into two large groups: boys and girls. Groups are immediately assigned different gender roles and status. Girls are swaddled in pink blankets and are a priori assigned the roles of future mothers, hearth keepers, etc., and boys are swaddled in blue blankets and assigned the roles of leaders, breadwinners, and protectors.

In gender socialization, parents are a powerful force; they treat boys and girls differently, placing different expectations on them: they communicate with them differently, play with them, dress them, and even hug them differently depending on their gender. Professor of gender development, segregation and inclusion Carol Martin conducted an experiment: she surveyed a group of adults, trying to find out what their gender expectations were for children.

It turned out that, according to most adults, boys should enjoy mechanical objects, dominate, be independent, aggressive, strive for competition, but not cry or get upset. Girls were expected to have such characteristics as tenderness, neatness, responsiveness, good manners, silence and a desire to help around the house [Koenig AM, 2018]. Therefore, parents teach girls to look good, be modest, and refuse dominance, and boys to demonstrate activity and avoid weakness.

Although there has been a recent weakening of gender divisions in some societies, the vast majority of families still raise children with the idea that women should bear children and be primarily responsible for their upbringing, while men should earn money to provide for the family.

Second

In addition to gender socialization, parents carry out differentiated class socialization. Working class children are taught to be punctual and hardworking and to follow rules and directives. Representatives of the middle class – value stability and cope with competition. Elite children are taught to be leaders, to think freely and express their own opinions, and to feel comfortable disagreeing even with authority figures.

According to research by education and social policy professor Jean Agnon, in some countries the process of class socialization continues actively in school. In her opinion, teaching methods and educational philosophies differ greatly depending on the class background of students and are aimed at preparing children for relevant production roles: factory workers, middle class managers, senior executives [Anyon J., 2016].

Third

At about the age of 5-6 years, children themselves begin to socialize each other. They enforce gender and class expectations by ridiculing, ridiculing, or mocking those who fall outside prescriptive stereotypes.

Fourth

The process of socialization at school lasts about 11 years and is celebrated with a graduation party, the symbolic meaning of which is the transition of newly minted members of society into the adult world, where they must take on appropriate roles.

Fifth

Further, universities, the media, churches, work groups, etc. become agents of socialization (i.e. people, groups or institutions that contribute to the socialization of the individual). These institutions transmit and reinforce certain ways of thinking and behavior. It is worth noting that their influence is not always positive.

For example, in their research work, digital technology expert, teacher Sarah Genner and professor of media psychology Daniel Suss indicate that the media can implicitly or explicitly encourage undesirable values, such as cruelty, drug addiction, extremism, biased standards of beauty [Genner S., Suss D ., 2016].

Associate Professor of Sociology at Athabasca University Mike Sosteric, in one of his articles, expressed the opinion that the well-known film “Star Wars” imposes on viewers a certain ideology, the goal of which is “to turn passive and peaceful people into obedient instruments of violence” [Sosteric M., 2018].

Personal socialization continues throughout life. As a person gets older, he is faced with transitional stages that require socialization into a new role, for example, when retiring, joining the army or moving to another country where it is necessary to learn new traditions, language, food habits. This process is called resocialization and involves replacing a person’s previous set of values, beliefs and ideas with a new ideology or worldview.

The Importance of Socialization

Despite the fact that socialization is often of an inculcating nature, it is worth recognizing its necessity and importance for both the individual and the entire society.

First of all, this process helps to master skills necessary for life, such as speaking, walking, reading, writing, using the toilet, caring for oneself and much more. There are documented observations of children who, for various reasons, did not undergo socialization at an early age, which led to extremely negative consequences. In his book Sociology, Professor John Shepard gives several shocking examples:

• Anna was given birth to an unmarried woman, whose father was categorically against the child. Fearing his anger, the woman hid Anna in the attic for 5 years. When the girl was discovered, she was barely alive, could not walk, talk and did not show any signs of intelligence. Anna was placed in a boarding school, where over time she learned to understand simple commands, recognize people she had once seen, and walk. By age eight, she could jump and catch a ball, participate in group activities, use the toilet, and feed and dress herself. Her speech, mental development and social maturity were at the level of a two-year-old child. At the age of 10, Anna died.
• Ginny spent 13 years in an isolated room where her father placed her. She was not accustomed to clothing, could not speak, walk or chew, and her social behavior was extremely primitive. Four years of attempts to socialize Ginny were unsuccessful: she could not read and spoke only in short phrases [Shepard JM, 2020].

Socialization of children is especially important. The given examples illustrate this. Through socialization, people learn not only to perform basic everyday tasks, but also grow intellectually. This is the second important function of personality socialization - to promote continuous development. When a person is in society and learns its values ​​and norms, he is not in danger of stagnation, because society is dynamic and its laws are changeable.

Thirdly, the more socialized a person is, the easier it is for him to find his place in society. In the 1960s, American psychologist Harry Harlow conducted a series of experiments on rhesus monkeys. Although these experiments were controversial, unethical, and even cruel, Harlow's empirical work is considered a "classic" in behavioral science: it led to an understanding of the role that social relationships play in early development.

Baby rhesus macaques were taken from their mothers and raised in laboratory conditions, some placed in separate cages without the opportunity to contact other monkeys. In social isolation, macaques exhibited inappropriate behavior, freezing in one position in the corner of the cage and engaging in self-mutilation.

When they were returned to a group of other monkeys, they did not know how to interact with them: they avoided their fellow monkeys, showed aggression and were not capable of normal sexual behavior, and some even died after refusing to eat [Harlow HF, Dodsworth RO, Harlow, MK, 1965]. This experience shows that the lack of social learning leads to the most disastrous consequences.

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In his article “Broad and Narrow Socialization: The Family in the Context of Cultural Theory,” psychology professor and Ph.D. Jeffrey Arnett identified three more key functions of socialization , believing that it:

1. Teaches impulse control, promotes the development of self-regulation and conscience. Impulse control and the ability to self-regulate begin to develop in childhood when, through socialization, children learn that if they follow their selfish desires and simply do what they like, they will displease those around them (parents, siblings, other adults, or peers) and may suffer from their reactions.
2. Prepares for the performance of social roles: gender, professional, family or even racial, ethnic, caste.
3. Helps to find the source of meaning. Every person needs a source of meaning in order to understand what is important, valuable, and worth living for. Typically, people find meaning through socialization when they gain knowledge about religion, the significance of family relationships, individual achievements, or commitment to an ethnic group or nation [Arnett JJ, 2011].

Socialization is necessary not only so that people can function successfully in society and not have problems with personal adaptation, but also for the survival of the entire human species as a whole. The reproduction of a way of life, culture, and knowledge depends on the transmission of social values, norms and rules from generation to generation. Babies are born completely helpless, and if the process of socialization is excluded, they will not survive and society will eventually cease to exist.

Types of socialization

Since socialization is a complex and multifaceted process, there are many types of it. Let's look at some generally accepted ones.

Primary or basic socialization

Occurs at the very beginning of a child’s life, primarily under the influence of the family. It is necessary for harmonious physical and mental development and includes the study of the language, rules of behavior, basic social norms and customs of the culture where the child was born.

Secondary socialization

Occurs outside the family and continues throughout life when a person is exposed to groups and situations that were not part of the primary socialization experience, for example, at school, where completely different behavior is required compared to what was familiar at home.

A growing child learns very important lessons in social behavior from his peers. Secondary socialization also occurs at university, in the workplace or while traveling, e.g. in cases where a person learns and adapts to the “laws of life” accepted in other groups.

Positive Socialization

This is the process of learning patterns and norms of behavior that are socially acceptable and desirable for society. For example, from childhood we are taught to give up our seats on public transport to older people, not to take other people’s things, and to apologize when we have caused trouble for someone.

Negative socialization

It is a process opposite to positive socialization, and involves a person’s assimilation of behavior patterns that do not fit into the framework of generally accepted morality or are considered asocial. This includes alcohol abuse, drug addiction, use of profanity, and promiscuity.

Anticipatory or anticipatory socialization

It is the process of preparing a person for a change in status or role as he learns the values ​​and standards of the group he plans to join. This type of socialization is necessary to facilitate the transition to a new group and successful adaptation to it.

The concept of anticipatory socialization was proposed by American sociologist Samuel Stouffer. In one study, he found that enlisted soldiers who proactively modeled their behavior after officers were more likely to be promoted than those who did not [Stouffer SA, Lumsdaine AA, Lumsdaine MH, Williams RM, Smith MB, Janis IL, Star SA, Cottrell LS, 1949].

An example of advanced socialization is the cohabitation of a man and a woman before marriage. This way they get used to the future new roles of husband and wife before they begin to fulfill them legally.

Formal socialization

Occurs in an organized environment, i.e. officially recognized institutions and organizations (for example, in a school or work collective) through training in clearly established rules, norms, skills, and responsibilities.

Informal socialization

It is a learning process that occurs outside of a formal structure, with peers and other experienced members of a social group teaching the newcomer how to perform their roles.

Gender socialization

Represents the process of teaching people how to behave in society according to the gender that is “assigned” at birth based on sexual phenotype. Today, it is widely believed that most differences in gender expression are associated not with genetic factors, but with rigidly fixed expectations of society, which, according to Robert Blum, MD, lead to mental and physical problems in adolescents [Blum RW, Mmari K. , Moreau C., 2017].

Cultural socialization

It is carried out mainly by parents who introduce children to the characteristics of their race, ethnic heritage, cultural customs and traditions. Examples of cultural socialization include: reading books about historical figures, participating in cultural festivals, encouraging children to use their native language. It also includes the concept of “preparing for bias,” when parents tell their child about the problems inherent in a particular culture, race (discrimination) and ways to cope with them [Aldoney D., Kuhns C., Cabrera N., 2018] .

Repressive socialization

A type of socialization in which certain norms are taught through restrictions and punishments for “wrong” behavior. Repressive socialization is aimed at developing obedience and submission.

Participative socialization

Represents the process of learning through rewards for “good” behavior.

Now that you know more about the types of socialization and why it is so important, we invite you to get acquainted with the views of scientific minds on this process.

What it is

Every person is part of society; few people can live outside of social groups. Therefore, in the process of socialization, norms of behavior, cultural values, and behavior patterns are learned. How an individual will exist in society depends on this.

There is primary and secondary socialization. The first refers to the formation of personality from birth to adulthood, the second refers to the assimilation of values ​​by an adult.

The development process occurs under the influence of agents and institutions. The first group includes people who are responsible for training. For example, these are parents and teachers. The second group concerns special institutions that are responsible for socialization.

The process never ends and lasts a person’s entire life. It can be roughly divided into several stages. All of them occur regardless of the individual’s desire.

Socialization theories

Unlike other living things, whose behavior is biologically determined, humans require social experience to reproduce their culture and survive. Because socialization is so important, psychologists, anthropologists, educators, sociologists and others have always sought to understand how it occurs and what impact it has on the formation of self-identity. The results of their research were various theories of socialization. They will be discussed further.

1

"Mirror Me"

In 1902, American sociologist and social psychologist Charles Horton Cooley developed the concept of the “mirror self,” which states that people develop self-image by observing how others perceive them. In other words, our self or sense of self develops through interactions with other people.

According to Cooley, this process consists of three parts: first, a person imagines how other people see him, then interprets their reactions to his behavior, and finally forms a self-esteem based on these interpretations. Favorable reflection in the “social mirror” develops positive self-esteem, while negative reflection leads to negative self-esteem.

For example, a person gets a job and is confident that he can easily demonstrate professionalism and competence. When interacting with his new colleagues, he pays attention to their body language, the way they speak and generally react to him. When colleagues show kindness, such as making eye contact or shaking hands firmly, a person's confidence in their professionalism is strengthened. If a person receives negative feedback, such as colleagues looking away or quickly ending the conversation, he may doubt his own professionalism.

According to Cooley, not all reactions carry equal weight. People take more seriously the opinions of those who matter to them and are trustworthy. Even if their reaction was misinterpreted, these erroneous judgments still affect self-esteem [Rousseau N., 2002].

2

Socialization through play

American psychologist, sociologist and philosopher George Herbert Mead believed that through socialization we learn to understand and anticipate what other people think and feel, as well as to be aware of ourselves. Mead essentially agreed with Cooley, but added that the process of children's play is critical to personality development. This is how he described it.

At first, the child simply imitates the adults with whom he regularly communicates (primarily parents), imitating their gestures, movements and words. This is followed by a stage of play, during which the child begins to take on the roles of the parents, acting out adult behavior, for example, dressing up as “Mom”, or talking on a toy phone like Dad.

By pretending to be mom and dad, the child treats his dolls the way he thinks his parents treat him. This way he better understands what behavior is expected of him. Older children, through play, begin to take on the roles of not only significant loved ones, but also other people, learning the general behavioral expectations of society from them (instead of the word “society,” Mead used the term “generalized other,” meaning the norms, values, and expectations of people in in general) [Mead GH, 1934].

According to Mead, the formation of a true self occurs when a person begins to perceive himself as an object. This becomes possible only through the assimilation of attitudes obtained from interaction with others [Belik A. A., 2011].

3

Id, Ego, Super-Ego

The father of psychoanalysis, Austrian psychologist Sigmund Freud, argued that personality consists of three elements: the id, the ego and the superego. Their formation occurs in childhood.

The id is the unconscious, impulsive part of the psyche that demands the satisfaction of basic needs such as attention, safety, food and sex. The ego balances between the needs of the id and the demands of society, being the rational part of the personality. The super-ego (or social consciousness) develops as the norms and values ​​of society are internalized, i.e. through socialization. It creates feelings of guilt or shame when one breaks social rules, and feelings of pride and self-righteousness when one follows them.

According to Freud, the purpose of the superego is to improve and civilize behavior. It is necessary to suppress all unacceptable impulses. If the Super-Ego does not become strong enough, a person is at risk of the Id pushing him into antisocial behavior [Freud S., 1926].

4

Theory of psychosocial personality development

Psychologist Erik Erikson was a follower of Freud, believing, however, that personality development occurs throughout life and consists of 8 stages. Socialization occupies a central place in his theory: if it is successfully completed at each of the life stages, a person continues to develop, if not, then he stagnates.

5

Cognitive development theory

Swiss psychologist and philosopher Jean Piaget specialized in child psychology, and viewed the role of socialization through the prism of 4 stages of cognitive skill development:

• The first stage is sensorimotor, lasting from birth to 2 years. At this stage, the child constructs an understanding of the world only through direct contact with it (touching, listening, seeing).
• The second stage is preoperative (2-7 years). The child learns language and begins to use symbols to represent objects.
• The third stage is the stage of specific operations (7-12 years). The child now understands numbers, cause and effect, and can make rational decisions based on observed phenomena, but has difficulty with abstract concepts such as truth.
• The fourth stage is the stage of formal operations (12+). The child acquires the ability for abstract thinking, hypothetical and deductive reasoning [Wood KC, Smith H., Grossniklaus D., 2001].

Piaget argued that children best progress through these stages of development through play and through active interaction with adults. He encouraged asking children questions to force them to think about their behavior, and believed that it was instructive for them to see contradictions in their reasoning.

6

Moral development theory

American psychologist Lawrence Kohlberg agreed with Piaget's theory, but decided to supplement it with his own ideas. He was particularly interested in how people learn to understand what social “good” and “bad” are. A consequence of Kohlberg's work was the theory of moral development, according to which a person goes through several stages on the path to morality:

• The first stage is pre-conventional morality. At this stage, the child accepts the social rules taught to him by authority figures (parents, teachers) and follows them in order to avoid punishment.
• The second stage is generally accepted morality. The child follows the norms and values ​​of society, sincerely believing that this is necessary to ensure positive relationships and social order.
• The third stage is post-conventional morality. At this stage, a person begins to doubt the fairness and correctness of some social laws and rules.

According to Kohlberg, a person is guided by his own moral values, realizing that he is a separate entity that is not obliged to obey generally accepted rules if they are incompatible with his personal principles [Lind G., 1989].

7

Adaptation of Moral Development Theory

American psychologist, sociologist and feminist Carol Gilligan disagreed with Kohlberg's findings, believing that they demonstrated gender bias, since Kohlberg conducted his research exclusively on boys. Gilligan believes that boys and girls tend to think differently, especially when it comes to morality.

In his research, Gilligan argues that boys strive for justice by emphasizing compliance with formal rules and laws. For girls, interpersonal relationships, care and sensitivity towards others are more important, which influences their moral decision-making. If it is necessary to break some universal rule in order to help another person, a woman will not consider this immoral [Gilligan C., 1982].

Despite the fact that the listed points of view on the socialization process have been repeatedly criticized, they continue to make an important contribution to the work of scientists from various fields of knowledge.

To summarize, socialization is the process by which rules and norms corresponding to the social order are transmitted from generation to generation. Agents of socialization teach each person to think, act and behave in accordance with the expectations of the society into which he was born, thus adapting him to normal life.

Friends, we wish you to be in harmony with others and yourself. Good luck! Yes, and don’t forget to take a short test to reinforce the article’s material:

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Key words:1Communication

Differences between species

Adaptation - what is it in psychology

Primary and secondary socialization differ not only in age. These two processes have a number of features. Thus, the concept of “primary socialization” refers to the process of forming basic values, while during the secondary assimilation of information, behavioral norms are adjusted.

Important! Children can only assimilate the attitudes accepted in society. Adults decide for themselves whether to accept them or not.

A child’s social life is expressed in the development of certain behavior patterns. The older a person is, the more clearly he understands the conventions of certain norms. For an adult, the process is aimed at mastering new skills that will help in life.