Monday, February 8^th, 1999
Announcements:

• The Exam is postponed until Monday, February 22
• On February 21 the TA’s will hold a review session in the HUB – more information will follow

1. Socialization (cont.)

1. George Mead – Interactionism

1. Social Behaviorism – the environment shapes one’s personality; the mind and self are social products. Self emerges as a result of social experience ONLY
2. The emergence of self: "I" – like Freud’s id, unsocialized and impulsive; "me" – like Freud’s superego, socialized and conscious of societal norms and expectations. The self develops out of these conflicting entities.
3. Stages of the Development of Self:

1. From social experience – "significant others"
2. Through symbols – "significant symbols"
3. From role taking

1. The Process of the Development of Self

1. Engaging in Imitation –No one – any ability to take role of each other – Children imitate their parents. Leads to…
2. Engaging in Play – One Other in One Situation – role playing by children usually of "significant others", they see world from a different perspective. A child can see the expectations of the parents by taking the parents’ place. Leads to…
3. Engaging in Games – Many Others in One Situation – Children play the role of others simultaneously in sports, other games. They learn organized group behavior and start to understand themselves from a group perspective. Leads to…
4. "Generalized Other" – Many Others in Many Situations – Widespread norms and cultural values are internalized; Children gain societal perspective which is the basis of self-concept.

1. Erving Goffman – self emerges through social interaction

1. Dramaturgical Approach
2. Impression Management
3. Presentation of Self

1. Socialization Across the Life Course

1. Childhood
2. Adolescence

1. Erik Erickson – the main task in life at the adolescent stage is to build a stable identity
2. Carol Gilligan – Young women in American emerge with a poor self-image and very little confidence. They compromise the high expectations they once held. Example: Instead of becoming a doctor like she wanted to in the beginning of high school, she is now going to become a nurse.
3. Freud – Work and Love are the two main preoccupations in life at the adolescent stage

1. Stage Theorists

1. Erickson – Life cycle is sequential and transitional. Involves 8 stages (see page 92 in textbook). Each stage in life poses a unique task that revolves around a crisis.
2. Gail Sheehy – agrees with Erickson – A set of problems must be resolved to move on to the next stage. In her book, Passages, she shows how people move through the stages of life.
3. Levinson – 2 major tasks confront everybody

1. Creation of Structure – At each stage in life, one must figure out what he is going to do with his life, what structure his life will take. This is dependant on interaction with the environment.
2. Must confront the major transitional periods in life – 20’s, 30’s, and 40’s.

1. Kohlberg: The 3 General Levels of Moral Reasoning

1. Intro – He did an experiment seeing how a number of subjects would respond in a moral dilemma. The situation he gave them was that a man’s wife was dying of a terminal illness and the man could not afford to buy the drugs that were needed to keep her alive. So, he is willing to steal the drugs from a pharmacy – Is it ok for him to steal? He then found these 3 levels of moral reasoning based on their answers.
2. Pre-conventional Level – reasons subjects offered were in self-interest. 2 reasons for dealing with moral dilemma are:

1. Punishment Avoidance – one stays away from certain behavior because they don’t want to be put in prison.
2. Need Satisfaction – one will accept stealing if it satisfies the needs of someone.

1. The Conventional Level – Behavior is right if:

1. Approved by others – Example: Hazing is wrong but it is accepted if others approve it.
2. Law and Order – Stealing is against the law therefore it is wrong.