It is important to note that two major (i.e., essential) questions will guide this activity, “How does socialization influence the way we think about and treat each other?” and, “What factors influence social acceptance and social relations?” You will have an opportunity throughout this activity to explore topics related to these questions so that you will be able to answer them.

In this activity, you will learn about socialization and social relations. You will explore different factors that bring us together (or unite us) in the world and factors that separate (or divide) us.

Let’s get started by learning about a concept called socialization.

Socialization

Have you ever been in a situation where you didn't really know exactly what to do, or what was expected of you (e.g., starting a new job, changing schools, choosing an outfit for an event)? How did it make you feel? Awkward? Embarrassed? Nervous? Learning how to act and the behaviours that are expected in certain situations are examples of a concept called socialization. In psychology, the study of socialization focuses on how an individual learns to adjust to a group. You will study socialization in the other units (sociology and anthropology) as well, but through different lenses.

The term socialization refers to the process of learning (and sharing) the skills that we need to be able to function well in our society and culture. Social norms, for example, are the rules that people think are acceptable in specific groups in society. These norms change in different situations (e.g., a wedding or a funeral), and from culture to culture. For example, did you know that in some cultures (e.g., in Australia, Greece, and the Middle East) the ‘thumbs up’ sign is considered offensive?

Gestures to Avoid in Cross-Cultural Business provides more culturally-specific examples. And, the infographic The Guide To Hand Gestures Around The World also explores hand gestures in different cultures.

From the time we are very young infants, we begin learning how to speak and about the behaviours (norms) that are expected in different situations (e.g., at school, work, and/or home). We also learn about the values, beliefs, and customs that are important to our society and culture (e.g., respect, freedom, multiculturalism). This learning starts in infancy - and it never ends! And, for that reason, some people believe that socialization is the most important learning experience of our lives. Socialization also helps society function or work smoothly. Generally speaking, when people follow rules, society runs fairly well (of course, some people might disagree with that statement!). You will learn more about the rules that guide society in the next unit (sociology).

Another aspect that some people might disagree with is the idea of gender socialization. Gender socialization refers to the process of reinforcing (operant conditioning) certain behaviours that people expect or associate with different (traditionally-defined) genders. For example, boys are often dressed in blue, and girls are dressed in pink. However, this raises an interesting question: is the idea of gender socialization still relevant in our society?

A few years ago, the parents of a child named Storm decided they wanted to raise their child as genderless. They wanted their child to choose the norms or expectations that their child wanted to identify with or have, once Storm was able to do so. So, what happened?

Read or listen to the article Baby Storm Now to find out.

The Importance of Socialization and the Effects of Social Isolation

Is socialization really that important? Do we need socialization skills to survive? Reach back and think about René Spitz’s experiment with children who were deprived of (or denied) social interaction and socialization. Were the effects harmful? Absolutely. Socialization is a very important or vital aspect of becoming a healthy, productive member of society. 

What happens to individuals when they are denied opportunities from a young age to learn socialization skills? Remember that researchers now have to follow strict ethical standards (rules). So that means that they can not intentionally deprive (or deny) the socialization process for people, much like René Spitz did. However, once in awhile, unique(definition: being the only one of its kind) cases present themselves that allow social scientists to study them to learn about this topic - the importance of socialization and how it affects healthy development (i.e., language development and social skills).

Stop and think about your own development. How you act now is a reflection of years of learning. People in your environment - parents, guardians, family, friends, teachers, mentors - have helped to socialize you (e.g., through teaching you how to act and what to say in different situations).

Socialization and Social Relations

Socialization is a very important process to make sure that people are prepared to be active members of society (and the world). But sometimes the values and beliefs that are taught to others can be mean and harmful. For example, stereotypes, prejudice, and racist attitudes are learned through our environmental factors. 

What separates us?

Prejudice is a term that means prejudging others - usually because of factors such as people’s culture, ethnicity, gender, etc. Prejudism is a mixture of what people believe (stereotypes), their emotions (e.g., anger, fear), and how they are likely to act (e.g., discrimination or treating other people poorly). For one reason or another, we have likely all experienced some form of being pre-judged by others, and it definitely isn’t a positive experience.

When we label other people around us (e.g., religion, age, gender) we put them into a category. If we don’t have that label ourselves (e.g., if we don’t have the same religious beliefs) we may, though not always, see them as part of a different group - an ‘out-group.’

Use the self-reference effect to think about your past experiences (e.g., at school). To what social groups do you belong? To what social groups do you not belong? Were there ever judgments made about other people that weren’t part of your in-group? Likely so. This is called in-group/out-group bias. (The group that you belong to is your in-group.) The in-group/out-group bias could be used to explain (from a social perspective) some large and unfortunate social problems.

Jane Elliott’s Brown-Eyes Blue-Eyes Experiment

 In 1968, Jane Elliott conducted a classroom experiment that resonates to this day.  It was called the Brown-Eyes, Blue-Eyes Experiment. The results of the study are still used today by many people who study topics that are associated with prejudice and discrimination.

Read or listen to the article on this website. At the end of the article, you will notice a video that has actual footage from one of Jane Elliott’s classrooms. You don’t need to watch the entire video (unless you find it interesting and would like to) but watching the first 20 minutes of it will help you to appreciate what Jane Elliott’s students experienced (which will help you build empathy and emotional intelligence). You’ll also notice in follow-up interviews that Jane Elliott’s classroom experiment had a very significant impact on the attitudes of the students who were part of it. (Source)

Long Description

Adapted from: Do You Know Brown Eyes Blue Eyes

We have spent some time looking at factors that explain how we hurt and judge each other. Let's shift gears, and focus on positive social relations and social acceptance. In other words, let's study the factors that bring us together.

What brings us together?

Before you continue reading about some factors that bring us together, stop and think: When was the last time you helped people? Why did you help them? What encouraged you to help?  You don’t need to record your answers to these questions, but thinking about the factors that encourage positive social relationships will help you understand the forces that unite us as a society.

Altruism 

People are altruistic when they do unselfish things to help others. People are likely to do these things because they assume the best in people, not the worst. (Sometimes that is called having ‘faith in humanity.’) In other words, they care for the well-being of others as much as, or even more than, they care for themselves. Going into a burning building to save someone’s life is an example of altruism. Doctors Without Borders is an example of an organization that tries to help people in the world who don’t have access to the basic necessities in life.

Altruistic acts can take place on a smaller scale, as well. Volunteering with a shelter or with local organizations is an altruistic act. Doing these things helps to develop your global citizenship and Learning to Learn skills, as well. You may be making a connection here, and thinking to yourself, ‘this could be why we have to complete community service hours to graduate!’ If you thought that, then you would be right. However, altruistic acts should come from the heart (from within) - and not be forced. Hopefully you realize the positive impact that you have on the world when you volunteer your time and skills - you’re helping to make the world a kinder place.

Did you know that kindness plays a very significant role in our mental health?  This is especially true with regard to the mental health of youth. The Born This Way Foundation  website has more information about this topic.

Altruistic Attitudes 

How do we learn to have an altruistic attitude? Why do we want to help others? Socialization plays a big part in this, as well as (operant) conditioning. Volunteering or helping others not only makes us feel good but it also represents the values and beliefs of the society or culture in which we live. Volunteering gives us a good feeling, which is a positive consequence or reinforcer; this good feeling encourages us to volunteer again. When we feel good, we do good (this is called the feel-good, do-good phenomenon!). Also, if we are raised in a household (or are around others) that has an altruistic attitude, then we learn through observation (a concept called, unsurprisingly, observational learning).

What factors do you think have had the most significant impact on your attitude to help others? Your friends? Family? Media? You don’t need to write a response to this right now, but being aware of your answers will help you understand your own socialization or social development.

If you’re interested in learning more about being the spark to help others, then check out the: Kindness Canada  or  Random Acts of Kindness websites.

Bystander Intervention

In the last activity, you learned about the Bystander Effect, which happens when we don’t help other people who need it. Bystander Intervention is the term that is used to describe when we do choose to help other people. From observations of many different situations, altruism researchers (or people that research the concept of altruism) have discovered some key factors that will increase the odds that we will help others.  We tend to help others:

• if the victim appears to need and deserve help;
• if the victim is similar to us in some way (e.g., same age, gender, etc.);
• if we see other people being helpful;
• if we aren’t in a hurry;
• if we live in a small town or a rural area we are more likely to help others (the community feeling!); and/or
• if we are in a good mood.

 SOURCE: Myers, David G. (2011) Exploring Psychology: Eighth Edition in Modules, New York, NY: Worth Publishers.