[SOCIALIZATION] -makes you similar (culture) and different (identity) -lifelong process PROCESS 1.

Cultural Transmission -making you the same -acquisition of social self 2. Personality Development -making you different -development of identity FACTORS AFFECTING 1. Gender 2. Age 3. SE status ROLES OF SOCIALIZATION 1. Develop conscience and impulse control 2. Prepare for social roles 3. Share sources of meaning and value SOCIALIZATION THROUGH LIFESPAN A. Infancy and Toddlerhood -start of having sense of self B. Adolescence -peer group dominance and significant influences C. Adulthood 1. Young Adulthood (20-40 yo) -development of significant relationships, employment and self-fulfillment 2. Middle Adulthood (40-65 yo) -prime of life -start of health problems 3. Late Adulthood -AGEISM prejudice and discrimination against people on basis of age -YOUNG OLD (65-74 yo) -MIDDLE OLD (75-85 yo) -OL OLD (over 85) GENDER SOCIALIZATION -concerns the nature of being male or female RACIAL SOCIALIZATION -concerns nature of ones racial or ethnic status

AGENTS OF SOCIALIZATION -whom we learn about the society -ppl/group that influence our self-concept, emotions, attitudes and behavior 1. Family -greatest impact -first institution that shapes -whom we get our ascribed status, fit into gender roles, language, habits and initial beliefs TYPES OF FAMILIES 1. Nuclear Family -married couple + children a. Single career mom/dad is breadwinner b. Double career-both working parents 2. Dyadic Nuclear Family -married couple + no child 3. Single-parent Family -bc of separation, abandonment or death 4. Extended Family -nuclear family + immediate relatives -most common in Filipinos 5. Blended Family -remarriage of individuals FAMILY OF ORIGIN/ORIENTATION -where born and reared FAMILY OF PROCREATION -established by marriage 2. Peers -common interests and age -peer pressure 3. Schools -most important agent -opens door to social world -formal curriculum and hidden curriculum FORMAL EDUCATION -12 years of basic education NONFORMAL EDUCATION -learning activity with objectives outside of formal system -e.g. Out of School Youth; Adult illiterates -impersonal communication 4. Mass Media -inform about current events -entertain

TYPES OF SOCIALIZATION 1. Primary Socialization -from ppl who raised us -sphere of interaction where we feel the most affection or love 2. Secondary Socialization -as one encounters new groups -require additional socialization -GOAL: accomplish one task -larger, relatively temporary, formal and impersonal 3. Anticipatory Socialization -modelling after -anticipation of a role -involves VOLUNTARY change 4. Resocialization -adopting NEW norms, values, attitudes -occur through series of Rewards and Punishments REWARDS-taking identity PUNISHMENT-nonconformity MODES OF SOCIAL LEARNING Learning relatively permanent change in behavior as a result of practice or experience BASIC PROPOSITIONS 1. People are responders; environment controls behavior 2. Children learn by observing and imitating 3. Children are active contributors A. CLASSICAL CONDITIONING -associating stimulus B. OPERANT CONDITIONING -consequences -REWARD vs. PUNISHMENT C. IDENTITY-TAKING a. Personal identity-own individuality b. Social Identity-persons sense of who she is SOCIAL IDENTIFICATION -defining ourselves

TYPES OF SOCIAL IDENTITY 1. 2. 3. 4. 5. Ethnicity Religion Political affiliation Profession Relationship

D. MODELLING AFTER -kind of Anticipatory Socialization -assume future roles E. PROBLEM SOLVING -current state to desired state STEPS 1. Represent problem. 2. Generate solutions STRATEGIES TO USE IN PROBLEM SOLVING [TAHI] a. Trial and Error -trying different solutions b. Algorithms -step by step c. Heuristic -rule of thumb strategy -may or may not work d. Insight -something you have dealt with in the past THEORIES ON DEVELOPMENT OF SELF Self-us from the outside -Sense of self as we interact with other people -what matters most would be THE PRIMARY OR INNERMOST CIRCLE E.G. FAMILY A. Cooleys Looking Glass Self - (CHARLES H. COOLEY) 1. Imagining how others see us 2. Interpreting how others judge us 3. Developing self concept react accdngly B. Meads Concept of Self -self concept = role-taking -self is product of interaction and not biological precondition

SIGNIFICANT OTHERS -significantly influence us GENERALIZED OTHERS -culture of others in general 3 FORMS OF INTER-SUBJECTIVE ACTIVITY 1. Language -significant symbols -communication is a vital part of interaction 2. Play -taking roles 3. Games -all roles C. Freuds Concept of Self 1. Id -primitive and instinctive component -revolves in PLEASURE, no reality 2. Ego -decision making component -REALITY 3. SUPER EGO -conscience -IDEAL SELF

[PERSONALITY] -learned behavior -makes you unique -consistency under varying behavior COMPONENTS 1. Id -primitive and instinctive component -immediate satisfaction (newborn) -revolves in PLEASURE, no reality 2. Ego -decision making component -reason -REALITY 3. SUPER EGO -conscience -right and wrong -IDEAL SELF GENERAL ACQUISITION OF PERSONALITY 1. Physical Appearance 2. Common Experiences 3. Unique Experiences BASES IN SHAPING PERSONALITY 1. Nature AND Nurture 2. Personality = temperament + character TEMPERAMENT (nature) -innate charax CHARACTER (nurture) -acquired charax -result if SOCIALIZATION GENERAL ACQUISITION OF PERSONALITY 1. Physical Appearance WILLIAM SHELDONS SOMATOTYPES a. Pyknic -fat b. Athletic -muscular c. Asthenic -thin ERNST KERSCHTMER a. Endomorphic -fat b. Mesomorphic -muscular c. Ectomorphic -thin

BIOLOGICAL INFLUENCES Endocrine releases hormones Hormonal imbalance = clinical syndromes Pituitary- hGH Adrenal- cortin and adrenin Gonads-estrogen, progesterone, testosterone Thyroid- thyroxine Parathyroid- calcium 2. Common Experiences NORMATIVE AGE-GRADED INFLUENCES NORMATIVE HISTORY-GRADED INFLUENCES 3. Unique Experiences INDIVIDUAL EXPERIENCES TRAIT APPROACH Trait- characteristic/habit GORDON ALLPORT 200 personality traits RAYMOND CATTELL 16 source traits RESEARCHERS 5-factor model Cardinal traitsprominent Central traits common to all Secondary traits stimulated by specific situations FIVE FACTOR MODEL (NEOAC) 1. 2. 3. 4. 5. Neuroticism paranoid/negative/worrisome Extraversion -sociable Openness - receptive Agreeableness being accepted Conscientiousness doing right/GC/organized

BEHAVIORISM -observed behavior as PREDICTABLE RESPONSE 1. Classical Conditioning (Pavlov) stimulus and response 2. Operant Conditioning (Skinner) reward and punishment LAW OF EFFECTS -actions with positive outcome are repeated and those negative are diminished PUNISHMENT -must be strong, immediate, consistent and inescapable -must be administered properly -combination of reinforcement and extinction REINFORCEMENT-increase desired behavior EXTINCTION-removal of stimulus to decrease unwanted behavior CONSEQUENCES OF PUNISHMENT 1. Hidden but not extinguished 2. Suppressed but not replaced unwanted behavior 3. Can backfire 4. Rise of negative emotions SOCIAL LEARNING (Bandura) -environment shapes the person and person influences environment (Reciprocal Determinism) OBSERVATIONAL LEARNING -learning that takes place when one observes behavior SELF-EFFICACY -you have what it takes to succeed VICARIOUS REINFORCEMENT - Imitate models who were rewarded 2 STAGES OF OBSERVATIONAL LEARNING (AP) 1. Acquisition-acquire behavior 2. Performance- execute behavior STEPS (ARM) 1. Attention- catch ones attention 2. Retention- memorable and recalled 3. Motivation- reinforcement

Cattell EACH OF US HAS UNIQUE COMBINATION OF TRAITS Learning relatively permanent change in behavior resulting from experience

PSYCHOANALYTIC APPROACH -shaped by UNCONSIOUS forces 1. Psychosexual Devt Theory by Freud -born with biological drives -one body zone to another -fixation-shows in adulthood 2. Psychosocial Devt Theory by Erikson -social CRISIS or CONFLICTS -development is lifelong AGE PSYCHOSEXUAL PSYCHOSOCIAL Birth to 12-18 ORAL (nail-biter, Trust vs. mistrust months drunkard, smoker) VIRTUE: hope 12-18 months to 3 years ANAL (perfectionist, stubborn, messy) PHALLIC (confused sexual identity) LATENCY redirect sexual energies to other pursuit GENITAL heterosexual relations Autonomy vs. shame and doubt VIRTUE: will Initiative vs. guilt VIRTUE: purpose Industry vs. inferiority VIRTUE: skill Identity vs. Role Confusion VIRTUE: fidelity Intimacy vs. isolation VIRTUE: love Generativity vs. stagnation VIRTUE: care Integrity vs. Despair VIRTUE: wisdom SYMBOLIC INTERACTIONIST APPROACH/ PHENOMENOLOGICAL APPROACH -relies on symbolic meaning -interpret and give meaning to the world GH MEAD- main contributor H. BLUMER- symbolic interactionism

CORE PRINCIPLES 1. Meaning -arises from interaction 2. Language -source of meaning 3. Thought -reflective pause through which we modify interpretation of symbols MAJOR PREMISES OF S.I. 1. Human beings act toward things on the basis of the meaning they have. 2. The meaning attributed to those things arises of social interaction with others. 3. These meanings are modified through an interpretative process.

3-6 yrs

6-12 years

Puberty

Y. adulthood

M. adulthood

L. adulthood

SOCIAL INEQUALITIES -unequal opportunities or rewards for people in different social positions -differences among INDIVIDUALS -less likely to be passed on -higher VS. lower rank [SOCIAL STRATIFCATION] -structured social inequality in terms of POWER, PRESTIGE, PRIVILEGE -hierarchy of positions -differences in social GROUPINGS - handed down to generations BASES FOR RANKING PEOPLE 1. Wealth 2. Power 3. Prestige BASES OF SOCIAL STRATIFICATION 1. 2. 3. 4. Trait of society, not reflection of indiv. diff. Generation to generation Universal but variable Not just inequality but beliefs as well

3. Caste System - ascribed status - rank has associated rights and duties -NO social mobility - birth alone determines persons future PERKS 1. 2. 3. 4. Each caste has only one type of work Endogamous marriage Limited social interaction System based on cultural beliefs

4. Class System - achieved status + birth -based on ownership and control of resources and type of work -economic groups - gain education and skills means social mobility 5. Meritocracy -based on personal merit SOCIAL MOBILITY -movement of individuals between levels of social hierarchy WAYS TO UPWARD MOBILITY 1. 2. 3. 4. 5. Education Marriage to foreigners Entering showbiz Gambling OFW

CHARAX OF SOCIAL STRATIFICATION 1. 2. 3. 4. 5. 6. Social construct Ancient Universal Diverse forms -life chances Consequential -lifestyle Subject to change

TYPES OF SOCIAL STRATIFICATION TYPES OF SOCIAL MOBILITY 1. Slavery System - one owns a property and another is slave CAUSES OF SLAVERY a. Debt passed to generation b. Crime -compensation c. Prisoners of war took slaves from lands they conquered d. Beliefs of inherent superiority right to enslave 2. Estate System - based on birth, wealth, and possession - Little interaction between estate - Little chance of social mobility ESTATES a. Nobles- inherited b. Clergy- religious officials c. Commoners- does hard physical work but no chance of social mobility 1. Vertical mobility change of class 2. Horizontal mobility change in social group within same level 3. Intergenerational mobility from generation to other 4. Intragenerational mobility within generation 5. Structural mobility shift of large number of people due to major upheavals of society 6. Individual mobility change in social position determined by individual characteristics such as race, sex, age

DETERMINANTS OF SOCIAL MOBILITY 1. 2. 3. 4. 5. 6. Steepness of SE pyramid Starting position in SE ladder Structural social mobility Education Race and ethnicity Gender and sex

PHILIPPINES in the WORLDS PERSPECTIVE 1. Lower Middle Income Country -GNI= $1,036 - $ 4,035 2. Newly Industrialized Country -rapid economic growth -industrialization -not developed, instead DEVELOPING SOCIAL CLASSES IN THE PHILS A. Based on Annual Per Capita Income 1. High Income Class > P 805, 582 2. Middle Income Class P 65, 787 P 805, 582 3. Low Income Class < P 65, 787 IMPORTANCE OF MIDDLE CLASS -education will allow them to vote for the right politicians -symbolize development

THEORIES OF STRATIFICATION 1. Functionalist -stratification benefits the society because everyone has his purpose or function in the society -inevitable and necessary -they have to perform it -KINGSLEY DAVIS & WILBERT MOORE -The greater the functional importance, the greater reward 2. Conflict -stratification arises from group conquest, competition and conflict -not inevitable and necessary KARL MARX - capitalist VS. working group -capitalist exploit the workers -VISION: Workers Revolution MAX WEBER -prestige and property -power and wealth 3. Evolutionary -combination -MORE intensive innovation -GREATER SURPLUS -GREATER INEQUALITY GERHARD LENSKI -evolve response to changes in natural and social environment EXAMPLES OF SOCIOCULTURAL CHANGES 1. Innovation and extinction 2. Charax of genetic heritage, envt, & culture 3. Adaptive changes by individuals 4. Symbolic Interactionism -MICROstructure so it doesnt explain social stratification HERBERT BLUMER & GEORGE MEAD -social standing affects interactions -appearance reflects social standing

[DEVIANCE & SOCIAL CONTROL] DEVIANCE -behavior that violates SIGNIFICANT SOCIAL NORMS (e.g. laws) -social construct -Rules/Laws are prerequisite BC what will you deviate from if no law NO LAW = NO SOCIETY = NO DEVIANCE NEGATIVE DEVIANCE- fails to meet accepted norms POSITIVE DEVIANCE- over-conformity of social norms -Individuals with great power can DEVIANTIZE -to define what is acceptable and not INSTITUTIONS THAT DEVIANTIZE 1. Church- moral vs. immoral 2. Government- legal vs. illegal; lawful vs. unlawful 3. Medicine- normal vs. abnormal STIGMA -disapproval attached to disobeying social norms -coined by ERVING GOFFMAN DEVIANT -someone who violates CONFORMITY -opposite of deviance -ppl following rules TYPES OF DEVIANCE 1. Formal Deviance- breaks rules/laws 2. Informal Deviance- violate customary norms SOCIAL CONSEQUENCES OF DEVIANCE 1. Dysfunction- if violations are widespread, complete breakdown of system 2. Function -sets examples of unacceptable behavior -guidelines for opposite behavior -define limits of social tolerance -increase solidarity -safety valve MISCONCEPTION ABOUT DEVIANCE 1. Some acts are inherently deviant 2. Deviants are socially identified and recognized 3. Deviants do it purposely and knowingly 4. Deviance results from dishonesty, selfish element to human nature

THEORIES ON DEVIANCE 1. Biological theories- some ppl are born criminals a. LOMBROSOS THEORY (Cesare Lombroso) -criminals resemble PRIMITIVE MEN -based on looks -TATTOOS are sign of criminality -faulty conducting of research b. SHELDONs THEORY OF SOMATOTYPES -classify men in overall patterning of body structure -MESOMORPHS- most prone to commit crime CONTROL THEORY- negates the claim that these mesomorphs could be intelligent and well-situated to be good SOCIAL CONTROL THEORY (T. Hirschi & Gottfredson) - functionalist -deviant behavior = social bonds -lack of self-control = deviance (from Ineffective Parenting) CONTROL THEORIES -control conception of human motivation built around 2 sets of variables IMPULSE & CONTROL -ppl were criminals BC they lacked the ability to control themselves 2. Psychodynamic Control Theories (S. Freud) -sources of variation are in impulse and control variables within individual itself a. Psychoanalytic Instinct Theories -All men are endowed by nature w/ aggressive, destructive or anti-social drives -ID controls the EGO and SUPER EGO b. Jenkins Typologies (Hewitt and Jenkin) -assign problematic children to types PSEUDOSOCIAL BOYS -normal youngsters responding to antisocial conditions UNSOCIALIZED AGGRESSIVE YOUTHS -ascoial, violent juveniles who suffered severe parental rejection

TYPES OF FAULTY CONTROL STRUCTURES 1. Superego defect -superego lacunae -lack of inclination or fear of consequences -failure to nurture in first few years of life 2. Ego defect -inability to subordinate impulses -defer gratification -adhere tenaciously to rationally planned course of action -POOR RATIONALIZATION FRUSTRATION-AGGRESSION THEORY -stems from Freud -Frustration typically produces aggression (e.g.) HENRY AND SHORT ON SUICIDE AND HOMICIDE Suicide- direction of aggression is to SELF Homicide- direction of aggression to OTHERS CRITICISMS OF PSYCHODYNAMIC CONTROL THEORIES 1. Takes TOO DEPRESSING view on conformity and deviance as well. 2. Frustration-Aggression assertions CONTROL THEORIES BOILS DOWN TO ONE THING -kinds of ppl -gives a present theory another name 3. Anomie theory -a (without), nomos (law) -(Durkheim)-situation in which cultural norms break down because of rapid change -(Robert Merton)- differences bet sociallyaccepted GOALS and the availability of MEANS to achieve the goals Mode of adaptation G I. Conformity + II. Innovation + III. Ritualism IV. Retreatism V. Rebellion x 4. CULTURAL TRANSMISSION THEORY -explains how deviance is learned -deviant behavior is a product of knowledge, beliefs, and attitudes relevant to behavior CLIFFORD SHAW & HENRY MCKAY -if it exists in cultural pattern, it would be transmitted to the newcomers. DIFFERENTIAL ASSOCIATION THEORY - (Edwin Sutherland) -deviant behavior is learned through association with other individuals in a process of social interaction FACTORS THAT INFLUENCE THE EFECT OF ASSOCIATION WITH DEVIANTS 1. Intensity- of contact with deviants 2. Age- of exposure to deviants 3. Ratio- of contact with deviants and contact with conformist 5. LABELING THEORY -deviant if so labeled -two ppl who break the same norm may be labeled differently PRIMARY DEVIANCE -may be unnoticed -do not regard themselves as deviants SECONDARY DEVIANCE -deviants are locked into a deviant behavior pattern [SOCIAL CONTROL] -maintain order of society -leads to conformity, coercion or compliance FUNCTIONS OF SOCIAL CONTROL -done through SOCIALIZATION M + + x TYPES OF SOCIAL CONTROL 1. Formal Social Control (Regulation) -institutions of coercive control or external sanctions enforced by the government to prevent disorder LAWS -penalties imposed in violations -enacted by authorized bodies

"+" means acceptance "-" signifies rejection "x" means rejection of prevailing values and substitution of new ones.

POLICE -crime control and maintenance order COURTS AND PRISONS -determine guilt or innocence JUDGES, PROSECUTORS, ATTYs -decide on the case PRISONS -punishing crimes EDUCATION -prepares student for social living 2. Informal Social Control -teachings upon beliefs and morals RELIGION -rewards good deeds and punished sinful FAMILY -primary socialization -first and first type of socialization