Chapter 4; Socialization Flashcards
(56 cards)
what is the personal-social identity continuum and what does it include?
range of traits you posses that emphasize the way you see yourself as an individual on one end and those that define your membership in a group on the other side; includes physical attributes, ascribed characteristics (ex. Indigenous, male), likes/dislikes, group affiliations
master status
the most influential status in a persons status set, are so fundamental to who we are they shape almost every aspect of our lives and take precedence over other characteristics, central to how other people view you; sex, gender, race, ethnicity
auxiliary traits
other characteristics associated with a master status, ex. parent= nurturing, however others might associate parent with strict
self
our knowledge of ourselves as entities separate and distinct from others
self-concept
an individual’s sense of who they are based on perceived similarities and differences from other, subjective, social
how do we develop the basis of comparison that creates our self-concept?
through interaction with others and internalization of cultural standards
socialization
life-long process through which people learn about themselves and their roles in society in relation to one another; includes learning the norms, values, language, knowledge, understanding, and experiences that shape our social and personal identities
social identities
who we are in terms of the social groups we are a part of
personal identities
the ways we consider ourselves to be unique from others
biological determinism
belief that human behaviour is controlled by genetics
sociobiology
evolutionary perspective focused on how groups develop social behaviours and adapt to environments given existing genetic traits
sexual strategies theory
explains varied mate preferences and selection behaviours as an adaptive function
what biological factors can help explain social behaviours?
genes, enzymes, and hormones, ex. serotonin, norepinephrine, testosterone can affect aggression
behaviourism
John B. Watson, nurture side of the debate; school of thought that claims all behaviour could be attributed to learning from the environment and denies free will
Methodological/radical behaviourism
B.F. Skinner; learning is a function of the consequences that follow behaviours (rewards/reinforcements and punishments)
Bandura
learning comes from observation and imitation
Bio-ecological theory of human development
Bronfenbrenner; views human development as a process of reciprocal interaction in which humans play an important role in shaping the environments they develop in; include micro-level influences like parents, peers as well as macro-level influences like the economy, social services, politics
epigenetics
study of how genes changes
Mead on development
human capacity for acting and reacting in relation to others based on shared meanings is the essence of developing the social self
reflexive self
can take into account itself (as an object), itself in relation to others (as a subject), and the views of wider society (generalized other)
prepatory stage
Mead; the stage of play where children only imitate
play stage
the stage where children take on one role at a time, ex. playing house
game stage
the stage where children can account for several different roles at once, at this point they have developed the generalized other
socialized self/generalized other
the ability to perceive the expectations of society and the perspectives of other people
