Sociology Now, Census Update

when the isolation began, the presence of some human contacts (like Isabelle’s

mother), other abuse accompanying the isolation, and the child’s intelligence (Bird-

song, 1999; Candland, 1993; Newton, 2003). But lack of socialization has serious

consequences; it is socialization that makes human beings human.

Primates

Obviously children can’t be deliberately raised in isolation for the sake of scientific

research, but we can study primates, who require the longest period of socializa-

tion other than humans. Psychologists Harry Harlow and Margaret Harlow stud-

ied rhesus monkeys raised apart from others of their species and found severe

physical and emotional problems. The monkeys’ growth was stunted, even when

they received adequate nutrition. They were fearful of others in their group and

refused to mate or associate with them socially. Those returned after three months

managed to reintegrate with the group, but after six months the damage was

irreparable. The females who gave birth (through artificial insemination) neglected

their offspring, suggesting that “maternal instincts” must be learned through the

experience of being nurtured as a child. (Harlow, Dodsworth, and Harlow, 1965;

Griffin and Harlow, 1966; Harlow, Harlow, Dodsworth, and Arling, 1966; Harlow

and Suomi, 1971).

Stages in Socialization

Socialization doesn’t happen all at once but proceeds in stages. Similarly, the construc-

tion of our identities also develops through definable stages. Sociologists have iden-

tified these stages of socialization.

Mead and Taking the Role of Others

George Herbert Mead, whose notions of the difference between the “I” and the “me”

we discussed in Chapter 3, developed a stage theory of socialization, stages through

which children pass as they become better integrated into society. As young children,

we picture ourselves as the focus of everything and are virtually incapable of consid-

ering the perspectives of others. As the self develops, we still have

a tendency to place ourselves at the center of the universe, but

we are increasingly able to understand the reactions of others.

Children develop this ability gradually. Before the age of 8,

they may imitate the behavior of others, playing with toy cars

to pretend they are driving or dolls to pretend that they are car-

ing for babies, but they are not yet able to “take on the role of

the others,” to try to understand what it is really like to drive a

car or care for a baby. As their play becomes more complex, they

can take on the roles of significant others, people they know

well, such as parents and siblings. Later, they can “internalize”

the expectations of more and more people, until eventually they

can take on the role of their group as a whole—the generalized

otherof their neighborhood, their school, their religion, their

country, or all of humanity.

144 CHAPTER 5SOCIALIZATION

Imitation is not only “the
sincerest form of flattery,” it
is also a crucial element of
socialization, according to
George Herbert Mead. Children
imitate the behaviors, and
adopt the prejudices, of their
parents. n