III. Theories in Early Socialization
· Operant conditioning
· Social learning Theory
o Model Learning (Bandura)
· Self Perceptions Theory (Bem)
· Individuals pass through stages of development that determine their ability to interact with the environment.
Reflexive Behavior and Role Raking (Cooley & Mead)
· Looking-glass-self (Cooley 1902)
1. how we think to appear to others
2. how we think others judge what they see
3. how we feel about their judgments
· Mead: reflexive behavior
we simultaneously are subject in doing the viewing and object, being viewed.
A Contemporary Micro Perspective of Role Performance
· Stryker: Salience hierarchy of role identities
1. Behaviorism
Bandura: Model Learning
Experiment: Children watch a movie representation of someone hitting a puppet.
Three conditions:
IV2: no reward was shown for that person
IV3: negative reward (punishment) was shown for the person
Distinction between learning and performance:
DV1: under what conditions do the observing children learn the behavior?
Operationalization: Children are interviewed
DV2: under what conditions do children show the behavior?
Operationalization: children are brought together with the puppet that they have seen in the movie.
Developmental Stages (Erik Erikson)
Stage 1: learning trust
Mother
Stage 2: 18 month to 3 years.
Learn to make choices = autonomy
Parents intervene to show what is wrong and what is right
Stage 3: 3-6 years Initiative versus Guilt
By receiving reward and punishment, children learn where their initiatives will be successful and where they fail.
Stage 4: 6-12 compare and compete
Success => sense of industry
Stage 5: puberty and adolescence, but also later “Who am I?”
http://www.learningplaceonline.com/stages/organize/Erikson.htm
overhead
Reflexive Behavior, an Interactionist View
SI
I. Looking-glass-self
(Cooley 1902)
We see ourselves reflected in other people=s attitudes and behaviors toward ourselves. This looking-glass-self has three components:
1.
how we think to appear to others
2. how we think others judge what they see
3. how we feel about their judgments
SI Reflexive behavior (Mead 1932)
Mead builds upon the ideas of Cooley when he develops the dual perspective:
Two consequences of the “I”
1. Self-awareness
Awareness directed towards oneself.
The state of self-awareness is called self-consciousness.
2. Self-regulation
If we are self-aware we can engage in self-regulation, that is, we can control and direct our actions.
Two consequences of the “me”
1. If we are self-aware we can create theories about ourselves that define our self-concept.
2. Self-esteem is a product of the evaluation of our self-concept.
A Contemporary Micro Perspective of Role Performance
Overhead
Role Performance: Sheldon Stryker
· Identity salience determines the relative standing of the roles.
· Identity salience in turn is determined by structural and cultural variables.
· This results in a dynamic model of role identity.
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Social Structure |
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Structural Commitment |
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#of relationships affected |
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Identity Salience |
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Role Performance |
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Interaction History |
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Affective Commitment |
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current salience hierarchy |
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value of a specific relationship |
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Important Concepts:
Salience hierarchy
Commitment
· Intensiveness: affective commitment
· Extensiveness: structural commitment (# of relations)
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Before we go to the Structural perspective of Socialization, let us speak about Self and Self-esteem
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Self-Consistency or self-verification is the cognitive, cold perspective. Focus: How do different identities fit into a self.
We had two examples so far:
· classic role theory
· Stryker’s identity salience model
Self-Enhancement, the hot perspective focuses on the individual
maintaining high self-esteem.
“High self-esteem individuals perceive their lot in life more optimistically than those with low self-esteem”(Franzoi p.69).
Low self-esteem people
· Do not necessarily see themselves as losers, but see themselves more neutral.
· Conservative taking risks, tend to protect
· are more appreciated in collectivistic cultures
High self-esteem people
· See themselves more positive as they are
· Are more likely to take risks to further enhance their esteem
· are more appreciated in individualistic cultures
Disclaimer: The documents linked to other sources on the WWW, others than http://www2.tltc.ttu.edu/Schneider2/ and its subdirectories, do not necessarily express the views of Texas Tech University or Dr. Andreas Schneider. @Copyright 2008 Andreas Schneider