Uts Module 2
Uts Module 2
WRITER:
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When we are born, we have a hereditary and genetic traits. Nevertheless, who we are
as human beings progresses through social interaction , both in the fields of psychology
and in sociology which described the process of self-development as a sign to
understanding how that “self” becomes socialized.
Sigmund Freud (1856 to 1939) was the founding father of psychoanalysis, a method
for treating mental illness and also a theory which explains human behavior.
He is one of the most influential modern scientists to put forth a theory about how
people develop a sense of self. He said that character and sensual development were
closely linked, and he distributed the maturation process into psychosexual stages:
oral, anal, phallic, latency, and genital. He theorized that people’s self-development
is closely linked to early stages of development, like breastfeeding, toilet training, and
sexual awareness (Freud 1905).
Freud believed that events in our childhood have a great influence on our adult
lives, shaping our personality. For example, anxiety originating from traumatic
experiences in a person's past is hidden from consciousness, and may cause problems
during adulthood (in the form of neuroses).
Thus, when we explain our behavior to ourselves or others (conscious mental
activity), we rarely give a true account of our motivation. This is not because we are
deliberately lying. While human beings are great deceivers of others; they are even
more adept at self-deception.
According to Freud, failure to properly occupy in or separate from a specific stage
results in emotional and psychological concerns throughout adulthood. An adult with an
oral fixation may treat in overeating or binge drinking. An anal fixation may produce a
neat freak (hence the term “anal retentive”), while a person stuck in the phallic stage
may be promiscuous or emotionally immature. Although no solid empirical evidence
supports Freud’s theory, his ideas continue to contribute to the work of scholars in a
variety of disciplines.
PSYCHOLOGY VS .SOCIOLOGY
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As a general difference, we might say that while both disciplines are interested in
human behavior, psychologists are focused on how the mind influences that behavior,
while sociologists study the role of society in shaping behavior. Psychologists are
interested in people’s mental development and how their minds process their world.
Sociologists are more likely to focus on how different aspects of society contribute to an
individual’s relationship with his world. Another way to think of the difference is that
psychologists tend to look inward (mental health, emotional processes), while
sociologists tend to look outward (social institutions, cultural norms, interactions with
others) to understand human behavior.
Émile Durkheim (1958–1917) was the first to make this distinction in research, when
he attributed differences in suicide rates among people to social causes (religious
differences) rather than to psychological causes (like their mental wellbeing) (Durkheim
1897). Today, we see this same distinction. For example, a sociologist studying how a
couple gets to the point of their first kiss on a date might focus her research on cultural
norms for dating, social patterns of sexual activity over time, or how this process is
different for seniors than for teens. A psychologist would more likely be interested in the
person’s earliest sexual awareness or the mental processing of sexual desire.
Sometimes sociologists and psychologists have collaborated to increase
knowledge. In recent decades, however, their fields have become more clearly
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How do we go from being newborns to being humans with “selves?” Mead believed
that there is a specific path of development that all people go through. During the
preparatory stage, children are only capable of imitation: they have no ability to imagine
how others see things. They copy the actions of people with whom they regularly
interact, such as their mothers and fathers. This is followed by the play stage, during
which children begin to take on the role that one other person might have. Thus,
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During the game stage, children learn to consider several roles at the same time
and how those roles interact with each other. They learn to understand interactions
involving different people with a variety of purposes. For example, a child at this stage is
likely to be aware of the different responsibilities of people in a restaurant who together
make for a smooth dining experience (someone seats you, another takes your order,
someone else cooks the food, while yet another clears away dirty dishes).
Finally, children develop, understand, and learn the idea of the generalized other, the
common behavioral expectations of general society. By this stage of development, an
individual is able to imagine how he or she is viewed by one or many others—and thus,
from a sociological perspective, to have a “self” (Mead 1934; Mead 1964).
In the pre conventional stage, young children, who lack a higher level of cognitive
ability, experience the world around them only through their senses. It isn’t until the teen
years that the conventional theory develops, when youngsters become increasingly
aware of others’ feelings and take those into consideration when determining what’s
“good” and “bad.” The final stage, called post conventional, is when people begin to
think of morality in abstract terms, such as Americans believing that everyone has the
right to life, liberty, and the pursuit of happiness. At this stage, people also recognize
that legality and morality do not always match up evenly (Kohlberg 1981). When
hundreds of thousands of Egyptians turned out in 2011 to protest government
corruption, they were using post conventional morality. They understood that although
their government was legal, it was not morally correct.
Another sociologist, Carol Gilligan (1936–), recognized that Kohlberg’s theory might
show gender bias since his research was only conducted on male subjects. Would
females study subjects have responded differently? Would a female social scientist
notice different patterns when analyzing the research? To answer the first question, she
set out to study differences between how boys and girls developed morality. Gilligan’s
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Gilligan also recognized that Kohlberg’s theory rested on the assumption that the
justice perspective was the right, or better, perspective. Gilligan, in contrast, theorized
that neither perspective was “better”: the two norms of justice served different purposes.
Ultimately, she explained that boys are socialized for a work environment where rules
make operations run smoothly, while girls are socialized for a home environment where
flexibility allows for harmony in caretaking and nurturing (Gilligan 1982; Gilligan 1990).
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Sociological and Psychological Identity Theory: Social, Role, and Personal Identities
Social and Role Identities Identity theory in sociological social psychology has
chiefly focused on role identities. However, individuals not only occupy roles in society,
but they are also members of some groups (and not others) and therefore may take on
particular social identities. Social identity theory in psychological social psychology has
been instrumental in informing us as to the processes involved in social identity
formation, activation, and motivation (Abrams & Hogg, 1990; Turner et al., 1987). Role
identity theory and social identity theory have developed as disparate lines of research.
Unlike Hogg and his colleagues (Hogg, Terry, & White, 1995), we see significant
similarities between social identity theory and role identity theory. We recently called for
a merger of the two theories that would yield a stronger social psychology, that is, a
general theory of identity, since it would integrate the various bases by which individuals
are tied to society (Stets & Burke, 2000). We have argued that the overlap between
identity theory and social identity theory is striking. For example, the process of self-
categorization into groups in social identity theory (Turner et al., 1987) is analogous to
the process of identification into roles in identity theory (McCall & Simmons, 1978).
In self categorization, people compare themselves to others, and those who are
similar to the self are categorized with the self and are labeled the in-group while those
who are different from the self are categorized as the out-group. In identification,
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Learning Objectives
Interpret Mead’s theory of self in term of the differences between “I” and “me”
Key Points
One of the most important sociological approaches to the self was developed by
American sociologist George Herbert Mead. Mead conceptualizes the mind as
the individual importation of the social process.
This process is characterized by Mead as the “I” and the “me. ” The “me” is the
social self and the “I” is the response to the “me. ” The “I” is the individual’s
impulses. The “I” is self as subject; the “me” is self as object.
Primary Socialization occurs when a child learns the attitudes, values, and
actions appropriate to individuals as members of a particular culture.
Secondary socialization refers to the process of learning the appropriate behavior
as a member of a smaller group within the larger society.
Group socialization is the theory that an individual’s peer groups, rather than
parental figures, influences his or her personality and behavior in adulthood.
In the social sciences, institutions are the structures and mechanisms of social
order and cooperation governing the behavior of a set of individuals within a
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The self: The self is the individual person, from his or her own perspective. Self-
awareness is the capacity for introspection and the ability to reconcile oneself as
an individual separate from the environment and other individuals.
generalized other: the general notion that a person has regarding the common
expectations of others within his or her social group
socialization: The process of learning one’s culture and how to live within it.
community: A group sharing a common understanding and often the same
language, manners, tradition and law. See civilization.
Sociological theories of the self attempt to explain how social processes such as
socialization influence the development of the self. One of the most important
sociological approaches to the self was developed by American sociologist George
Herbert Mead. Mead conceptualizes the mind as the individual importation of the social
process. Mead presented the self and the mind in terms of a social process. As
gestures are taken in by the individual organism, the individual organism also takes in
the collective attitudes of others, in the form of gestures, and reacts accordingly with
other organized attitudes.
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Understood as a combination of the “I” and the “me,” Mead’s self proves to be
noticeably entwined within a sociological existence. For Mead, existence in a
community comes before individual consciousness. First one must participate in the
different social positions within society and only subsequently can one use that
experience to take the
Socialization is the means by which human infants begin to acquire the skills necessary
to perform as functioning members of their society.
Cultural socialization refers to parenting practices that teach children about their
racial history or heritage and, sometimes, is referred to as pride development.
Sigmund Freud proposed that the human psyche could be divided into three
parts: Id, ego, and super-ego.
Positive Adult Development is one of the four major forms of adult developmental
study that can be identified. The other three forms are directionless change,
stasis, and decline.
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Gender socialization Henslin (1999) contends that “an important part of socialization is
the learning of culturally defined gender roles ” (p. 76). Gender socialization refers to the
learning of behavior and attitudes considered appropriate for a given sex. Boys learn to
be boys, and girls learn to be girls. This “learning” happens by way of many different
agents of socialization. The family is certainly important in reinforcing gender roles, but
so are one’s friends, school, work, and the mass media. Gender roles are reinforced
through “countless subtle and not so subtle ways,” said Henslin (1999, p. 76).
Cultural socialization refers to parenting practices that teach children about their racial
history or heritage and, sometimes, is referred to as “pride development. ” Preparation
for bias refers to parenting practices focused on preparing children to be aware of, and
cope with, discrimination. Promotion of mistrust refers to the parenting practices of
socializing children to be wary of people from other races. Egalitarianism refers to
socializing children with the belief that all people are equal and should be treated with a
common humanity.
Discuss Cooley’s idea of the “looking-glass self” and how people use socialization to
create a personal identity and develop empathy for others
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In hypothesizing the framework for the looking glass self, Cooley said, “the mind is
mental” because “the human mind is social. ” In other words, the mind’s mental ability is
a direct result of human social interaction. Beginning as children, humans begin to
define themselves within the context of their socializations. The child learns that the
symbol of his/her crying will elicit a response from his/her parents, not only when they
are in need of necessities, such as food, but also as a symbol to receive their attention.
George Herbert Mead described the self as “taking the role of the other,” the premise for
which the self is actualized. Through interaction with others, we begin to develop an
identity about who we are, as well as empathy for others.
According to Freud, human behavior, experience, and cognition are largely determined
by unconscious drives and events in early childhood.
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Psychoanalysis as Treatment
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Freud hoped to prove that his model was universally valid and thus turned to
ancient mythology and contemporary ethnography for comparative material. Freud
named his new theory the Oedipus complex after the famous Greek tragedy Oedipus
Rex by Sophocles. The Oedipus conflict was described as a state of psychosexual
development and awareness. In his later work, Freud proposed that the human psyche
could be divided into three parts: Id, ego, and super-ego. The id is the completely
unconscious, impulsive, child-like portion of the psyche that operates on the “pleasure
principle” and is the source of basic impulses and drives; it seeks immediate pleasure
and gratification. The ego acts according to the reality principle (i.e., it seeks to please
the id’s drive in realistic ways that will benefit in the long term rather than bringing grief).
Finally, the super-ego aims for perfection. It comprises that organized part of the
personality structure, mainly but not entirely unconscious, that includes the individual’s
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Piaget explains the growth of characteristics and types of thinking as the result of four
stages of development. The stages are as follows:
The sensorimotor stage is the first of the four stages in cognitive development
that “extends from birth to the acquisition of language. ” In this stage, infants
construct an understanding of the world by coordinating experiences with
physical actions–in other words, infants gain knowledge of the word from the
physical actions they perform. The development of object permanence is one of
the most important accomplishments of this stage.
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When studying the field of education Piaget identified two processes: accommodation
and assimilation. Assimilation describes how humans perceive and adapt to new
information. It is the process of taking one’s environment and new information and fitting
it into pre-existing cognitive schemas. Accommodation, unlike assimilation, is the
process of taking one’s environment and new information and altering one’s pre-existing
schemas in order to fit in the new information.
https://socialsci.libretexts.org/Bookshelves/Sociology/Book
%3A_Sociology_(Boundless)/04%3A_The_Role_of_Socialization/4.02%3A_The_Self_a
nd_Socialization/4.2B%3A_Sociological_Theories_of_the_Self
https://courses.lumenlearning.com/sociology/chapter/theories-of-self-development/
https://pdfs.semanticscholar.org/b6a3/3134c18536f4fb36d95db050ec43d871cde7.pdf
https://socialsci.libretexts.org/Bookshelves/Sociology/Book
%3A_Sociology_(Boundless)/04%3A_The_Role_of_Socialization/4.03%3A_T
https://www.slideshare.net/senohj/what-is-sociology-5461156?next_slideshow=1
https://www.slideshare.net/senohj/what-is-sociology-5461156?next_slideshow=1]
https://www.slideshare.net/kwhansen52/chapter-1-the-sociological-perspective-
38213460
https://www.slideshare.net/ArnoldDelfin1/social-self-socialization
https://www.slideshare.net/ArnoldDelfin1/social-self-socialization
https://www.simplypsychology.org/Sigmund-Freud.html
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10 8 5 2
Understanding The student The student The student The student did
clearly seemed to seemed to not show an
understood the understand the understand adequate
topic in-depth main points of the main understanding of
and presented the topic and point of the the topic.
their presented topic, but
information with those with ease didn’t present
ease with ease
Accuracy Point-of-view, Point-of-view, Point-of-view, Point-of-view,
were always arguments and arguments, arguments, and
realistic and solutions and solutions solutions
consistently in proposed were proposed proposed were
character usually realistic were often rarely realistic
and in realistic and and in character
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SAQ1.
1. Sociology and Social Psychology are really one and the same fields since they
both focus on social influences on individual and group behavior.
______True or _______False
______True or _______False
3. The story of Genie, the girl given to the Department of Public Social Services
after being with abusive parents, supported the conclusion that feral children can
become part of mainstream society.
______True or _______False
4. Social differentiation explains not only age norms, but also the general
differences between people of different social classes or genders.
______True or _______False
______True or _______False
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11. Perspectives are tied not only to approaches in analyzing social phenomenon, but
also reflect those who follow the perspectives' idea of the nature of humankind, as
discussed in class. The three corresponding views that humans are 1) born good, 2)
born neutral, or 3) born greedy or evil, are in the same order as of which of the following
theoretical perspectives?
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13. Acting like you are a party animal without having concern for others at age forty
is a lot less tolerable than it is for someone in their teens (if it is tolerable by others
even at that age). This is because it is based on the concept of
14. . Which one of the following parenting styles discussed in class tends to be more
effective in developing independent skills in children while providing guidelines to
cooperate with others in society?
d. authoritative
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SQA #1 Answers
1. False
2. False
3. False
4. True
5. False
6. d
7. a
8. a
9. a
10.a
11. c
12. d
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14. d
15.a
Activity 1
4. Key concepts: Work and family roles are largely realized as adult roles. They
define what we generally need to socialize ourselves to be successful
as grown-ups that are not as important in the same way for children and
minors.
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