Chapter 12

Social/Behavioral Socialization Outcomes

Prologue:

How do children learn how to treat one another?

• Do different cultures have an varying concepts of “goodness”?

• Why do some people behave like ogres in that they lie, cheat, steal, or kill?

• Is the “hero role” just for boys, or can girls assume it too?

Self-regulation/Behavior

• Self-regulation refers to the ability to regulate one’s impulses, behavior, and/or emotions until an appropriate time, place or object is available

Fig. 12-1, p. 499

Self-regulation/Behavior

• Antisocial behavior: Aggression– Development of aggressive behavior

• Biological theories (Freud, Lorenz)• Learning theories (Bandura)• Information processing• Ecological• Social cognitive theory

Table 12-1, p. 509

Self-regulation/Behavior

• Prosocial behavior– Altruism – behavior that is kind,

considerate, generous, and helpful to others• Biological • Learning (modeling, instruction, learning,

by doing)• Cognitive-developmental• Social-interactional• Cultural theories

Fig. 12-2, p. 518

Table 12-2, p. 520

Morals

• Encompass an individuals evaluation of what is right and wrong– Moral development – one’s moral code

develops through social interaction and reflects one’s ability to distinguish and act on right and wrong

Morals

• Influences on moral development – Several researchers believe that one’s

moral code develops through social interaction (discussion, debate, and emergence of consensus)

Morals

• Situational context – the situation an individual is in often influences moral development

Morals

• Individual contexts– Temperament– Self-control– Self-esteem– Age/intelligence– Education– Social interactions– Emotions

Table 12-3a, p. 524

Table 12-3b, p. 525

Morals

• Socialization contexts– Family– Peers– School– Mass media– community

Gender roles

• A gender role refers to the qualities individuals understand to characterize males and females in their culture– Development of gender roles-sex typing

begins at birth

Fig. 12-3, p. 540

Gender roles

• Theories of gender role development– Psychoanalytical theory (Freud)– Social learning or social cognitive theory

(Mischel, Bandura)– Cognitive-Development theory (Kohlberg)– Gender schema theory (Bem, martin,

Halverson)

Gender roles

• Influences on the development of gender roles

1. Family-individual differences in sex typing are influenced by parental involvement, maternal work status, and sex typing of parental roles within the home

2. Peers-peers tend to reinforce gender stereotyping and to encourage sex segregation that leads to boys and girls differently

Gender roles

3. School-research has found that teachers treat boys and girls differently

4. Mass media-tends to portray gender stereotyped behaviors and expectations

5. Community influences through its attitudes regarding what is appropriate behavior for males and females and the gender roles models it provides with whom children can identify