Abstract
This chapter examines the development and operation of socialization in the lives of children and adolescents, with a focus on the mechanisms and consequences of socialization. Consideration is given to theoretical perspectives on (a) how children and adolescents learn social roles, (b) the role of agency in social development, (c) the social contexts in which socialization occurs, (d) socialization over the life course, and (e) how socio-historical change influences the socialization process. Methods of research inquiry relevant to studies of young people are reviewed, including experimental design, survey methods, observational and ethnographic research, interviewing, and mixed methods research. Importantly, the social contexts of socialization are examined including families; peer and social networks; schools and work; communities and neighborhoods; and social and cultural forces. Particular attention is paid to the influence of socialization on later experiences, including identity, behavioral, and educational outcomes. Emerging and suggested directions for future research are discussed.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This research was supported by the National Science Foundation under Grant Nos. 0815295 and 0129365 and DRL-1108778. The author has also been supported by a grant from the American Educational Research Association, which receives funds for its “AERA Grants Program” from the National Science Foundation under NSF Grant No. DRL-0941014, and the Pathways to Adulthood Programme, which is supported by the Jacobs Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation or other granting agencies. The author would like to thank Suzanne Gaskins for her comments on an earlier draft, and Elizabeth Keating for her assistance with literature searches for this manuscript.
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- 1.
For instance, in one scenario known as the Heinz scenario, respondents are presented with the case of a financially-strapped husband who can save his terminally ill wife by stealing an expensive drug. They are asked to offer their responses to whether he should pursue the criminal option and how police and justices should respond to his potential crime, and to explain their reasoning.
- 2.
Variation by social class, race-ethnicity, and gender with respect to education and careers will be discussed more extensively later in this chapter.
- 3.
U.S. neighborhoods remain heavily racially and socioeconomically segregated (Perez-Felkner, Felkner, Taub, & Papachristos, 2008). As students’ entry into public schools continues to be based primarily on neighborhood residence, these segregation patterns are perpetuated in school (Frankenberg, Lee, & Orfield, 2003). For these reasons as well as homophily – the phenomenon of individuals preferring to form relationships with individuals they perceive as similar (McPherson, Smith-Lovin, & Cook, 2001) – it is difficult to disentangle the distinct impacts of race and class, and both continue to be consequential in shaping the neighborhood, school, and peer contexts of young people’s lives.
- 4.
There do appear to be gendered differences in how young people use social media, whereby females tend to pursue friendships and males focus on potential romantic relationships (Thelwall, 2008). Recent research also suggests that social networking sites can exert influence over young people’s developmental trajectories, such as their alcohol-related behavior (Szwedo, Mikami, & Allen, 2012).
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Perez-Felkner, L. (2013). Socialization in Childhood and Adolescence. In: DeLamater, J., Ward, A. (eds) Handbook of Social Psychology. Handbooks of Sociology and Social Research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6772-0_5
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