ERIC Number: ED340476
Record Type: Non-Journal
Publication Date: 1990
Reference Count: N/A
The Impact of Socialization on Personality Formation and Gender Role Development.
McCoy, David B.
This essay explores the ways in which certain aspects of personality are acquired through socialization. The intent was to gain a broader understanding as to how cultural norms, particularly sex roles, influence personality development. Socialization is discussed in terms of societal norms and standards transmitted by the institutions of the family, church, educational system, government, and economic system. Agents of the primary socialization of the child through the age of 12 years include the family, the public school system, peer group associations, and television. Mechanisms of socialization include observational learning, role taking, and social reinforcements. The socialization process of sex role development is examined, and it is shown that differing male-female personalities are in part due to vast differences in socialization. Factors that contribute to children's sex role acquisition include: (1) the role of the family in gender identity formation; (2) peer pressure to conform to rules regarding sex-appropriate behavior and attitudes; (3) the impact of television; and (4) the significant role that schools play in emphasizing, reinforcing, and expanding differences that children have when they enter school. It is concluded that sex role socialization provides a viable way of understanding the process of personality development because it involves the same principles invoked in other areas of socialization. A list of 96 references is appended. (GLR)
Descriptors: Children, Cultural Influences, Family Role, Individual Development, Mass Media Role, Modeling (Psychology), Observational Learning, Parent Role, Peer Groups, Personality Development, Perspective Taking, Public Schools, Role Playing, School Role, Sex Role, Sexual Identity, Social Reinforcement, Socialization, Television
Publication Type: Information Analyses; Dissertations/Theses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A