Socialization

What is Socialization

Socialization refers to the process through which individuals learn and internalize the values, norms, and behaviors of their society or culture, shaping their identity and social functioning. It occurs throughout life and is influenced by various agents, including family, peers, schools, and media. Primary socialization happens early in life, often within the family, teaching fundamental values and social roles, while secondary socialization occurs later, through institutions like schools and work environments. This process plays a key role in shaping behaviors, attitudes, and identity, and helps explain how societal norms, such as gender roles or authority, are learned and internalized.

What is the aim of Odden and Rochat

Odden and Rochat aimed to investigate how cultural norms are learned through observational learning, with a specific focus on how children in Samoa learn the cultural skill of fishing and the conceptual understanding of rank and hierarchy in their society.

Method of Odden and Rochat

This was a longitudinal study lasting 25 months, conducted in a single Samoan village. The researchers focused on 28 children, observing them through interviews and naturalistic observations. The study particularly examined the behaviors of young males learning to fish by observing adults, without direct instruction. In addition to observing fishing behaviors, the researchers explored how children learned about the hierarchical social structure of their community, particularly the role of the chief system. The researchers conducted a multiple-choice test on the chief system with 46 twelve-year-olds to measure their understanding of social roles and rituals.

Findings of Odden and Rochat

The study found that children in Samoa learned fishing and social norms primarily through observation rather than direct instruction. By observing the adult males fishing, children around 10 years old began experimenting with fishing equipment on their own. By age 12, many were fishing independently. The same method applied to learning about social hierarchy; children were not directly taught about rank and the chief system but picked up knowledge by observing adult interactions and overhearing conversations. A multiple-choice test revealed that the majority of 12-year-olds understood the concepts and rituals of the chief system, despite having never received direct instruction. This suggests that cultural norms and knowledge are learned through the active observation of adults, with little to no intervention from parents or authority figures.

Aim of Fagot (1978)

Fagot aimed to investigate how parents contribute to the development of gender roles in young children, particularly focusing on how they might unintentionally reinforce  traditional gender behaviors through their responses to children's activities.

Method of Fagot

The study involved 24 families, with 12 families having boys and 12 families having girls, all aged 20 to 24 months. The sample was primarily white, with families varying in income and housing type. Researchers used overt participant observation, with two observers recording children's behaviors and parents' reactions during five 60-minute sessions over a five-week period. The behaviors of the children were recorded every 60 seconds. Additionally, after the observation, parents filled out a questionnaire rating the appropriateness of 46 child behaviors, categorized as more suitable for girls, boys, or neutral. The responses were used to examine parental attitudes towards gendered behaviors.

Findings of Fagot

The findings showed that parents often responded differently to their children based on gender. Boys were generally left to play alone more than girls, and parents gave more positive reinforcement to boys playing with stereotypically masculine toys (e.g., blocks) while providing negative feedback when girls engaged in similar activities. Conversely, girls playing with dolls received more positive feedback, and boys received negative reactions when they played with these toys. Parents were also more critical of girls engaging in physical activities like running and jumping, while providing more positive feedback to girls in passive, dependent roles. Fathers showed a greater concern for appropriate gender-typing than mothers. Parents were more likely to react favorably to same-sex behaviors and negatively to cross-sex behaviors. Interestingly, parents seemed unaware of the gendered nature of their responses, as shown by their positive reactions to girls asking for help, despite not recognizing this as a gendered behavior. This indicated that parents might not fully understand how their responses are shaping gender roles.