Socialization CAUSES Identity Formation

What is socialization? Socialization is the process in which human beings interact with each other separately and in groupings. It is the process where one learns the traditions, traditions and accepted behavior in virtually any given society. It isn't a onetime process, but it is just a lifelong process that delivers people with skills, values and behaviour that are essential for getting together with the society. Humans need social experience to learn their culture and survive in the world. They aren't born with beliefs and skills. They learn from what they see, notice and experience throughout their life. They have the capability to learn and absorb from what they see around them. Socialization is not a only a simple term that may be seen at face value. They have many levels, and each level differs from the other and brings about different processes and situations. Socialization has three layers; primary, secondary and tertiary. Primary is what we learn from our family so when we could young, secondary is exactly what we learn in school, and tertiary is exactly what we learn throughout our lives.

We now really know what socialization means, but what is identity? Identity is why is an individual who he is really and what his purpose in life is. It really is what makes a person definable and recognizable. It is who you are and where you result from and why is you unique out of every other individual. It gives a person a sense of being. Identity can be explained as individuality, personality, distinctiveness or uniqueness which makes an individual stick out. Like socialization, id too can't be seen at face value. Individuality has many levels to itself, and since we walk through life, each new level keeps unfolding in front of us.

Now, since we know very well what socialization and personality both suggest, we can bring them mutually and relate them to answer our question - 'does indeed socialization business lead to identity development?' Well, I think yes, socialization does lead to personality formation even as we discover who we really are and where we fit in, only in the midst of individuals and in our discussion with them. After we start getting together with the society, we learn so much about ourselves as well as about others (individuals or societies), their culture, traditions, behaviour, etc. We learn that we act like some people, and different from others. Socialization makes an individual well informed. The more people we speak to, the more matters we talk about, and this in turn widens our opportunity. Also, we make ourselves more noticeable to society and therefore people identify us. Thus socialization assists with building ones id. Today's world is focused on power and identification. If one has an personal information as well as the right attitude, he can achieve whatever he wants. Socializing also brings about better networking. Better network means more relationships and more relationships means higher opportunities at work or elsewhere as well. Hence socialization causes a boost in ones job or talent and thus helps in identification formation.

The more we interact with people, the greater we discover ourselves and form judgements about ourselves as well as others. One is merely in a position to discover his true self applied when he interacts with others and reacts using ways that will vary from others. Everyone has an alternative and unique a reaction to a certain situation. This uniqueness is what gives an individual his identity. For example, if we see Phillip Zimbardo's Stanford Prison Study Experiment (Zimbardo, 1971), that was carried out to study the behavioural and mental health consequences of becoming a prisoner or prison guard, we discover that the prisoners began to lose their individuality, and didn't see it as an test, but as a genuine prison run by psychologist. They forgot that they were actually just school students rather than actually prisoners. The prisoners actually gave up their independence and forgot their protection under the law and liberties. The situation was so that it made them feel that way. The surroundings was so genuine that they actually assumed they were prisoners and so behaved in rebellion. It is the prisoners who created in the guards a sadistic impulse. The guards were compelled to act in ways which were totally reverse from what these were sense inside. But few of the guards were actually cruel, and sensed no guilt or regret while doing their job. They had completely lost themselves and started behaving in the role that was allocated to them, i. e. the role of an prison safeguard. The prisoners as well as the guards lost their true identity and became what the problem required these to be. The new prison program, the 'privilege cell' for the obedient ones and the 'hole' for those who were punished, the clothes these were designed to wear, the meals they were made to eat, the number given to them where they were now attended to, made them lose their true identification and become someone else. Thus, out of this experiment we learn that situations impact us more than we think. What the volunteers in this test experienced was the 'ability of the situation' and not anything regarding their personality. Prisons are corporations which attempt to rid individuals of their previous personality, which is clearly observed in Zimbardo's prison experiment.

Another example may be the Clark Doll Experiment (Clark, 1939) that was carried out by Dr. Kenneth Clark and his partner, where they asked dark children to select from a black doll and a white doll. Most of the children said the white doll was nicer, prettier and the main one they preferred playing with, whereas the dark doll was the 'bad doll'. Each one of these children were aged from 6 to 9 only and were already so broken by racism at such a young get older. This racism was because of the university segregation between white and black kids. It had been distorting their thoughts, causing those to have stereotypes and hate themselves. When asked the previous question of the experiment-'which doll appears like you?' the children hesitated and clarified. They wished to choose the white doll, but reluctantly select the dark one. Thus, prejudice, discrimination and segregation triggered black children to develop a sense of inferiority and self applied hatred. These children were embarrassed of who they truly were, and hated themselves for being black. They wanted to be white like the other kids. Thus, they lost their identification at such a young age group and in fact were ashamed of who they actually were. They preferred being someone else.

Thus, socialization will lead to identity formation, which identity formation starts at a young era itself. Even before children learn the basic do's and don'ts. So, it is vital to keep children away from bad affects and situations that can make sure they are form bad judgements and ideas about themselves.

Now, arguing from the motion, 'socialization causes identity creation', I would completely disagree after this statement. Individuality is who we have been and where we result from. We form our identity by how exactly we behave, how us has brought us up, what education we get, where our passions lie, etc. It really is what we do and how we behave as people that form our personal information and make us who we truly are. Socialization has nothing in connection with identity creation. Socialization will not put knowledge or skills into an individual; you won't build ones individuality. It is important because we become familiar with more people, and move on to widen our base. Nonetheless it doesn't form who were. It is 'we' ourselves who from who we have been, not individuals around us.

Primary and Tertiary socialization may lead to identity formation, but I could confidently say that Supplementary socialization does not lead to identification formation. This is proved by Paul Willis's 'Learning to Labour: How Working Course Kids Get Working Course Careers' (Willis, 1977). In this particular research, we see that it's the family that gives the kids their individuality and even schooling could not change this identity. It is because the school didn't instruct them what they actually required in life and what they need to live life just how their society lives it. It is the students who distance themselves from the institution culture and requirements, and develop their own counterculture. They may be resilient to the schooling, and reject what the school offers to them. Willis confirms that they are not less talented, but they do develop an antagonism to the "work hard move forward" mentality of modern education, and develop what Willis conditions as "counter-top college culture" (Willis, 1977). Thus, these children do not form some other identity that their university wants them to be. They stick to what their family has trained them and what their family requires these to be. Their family requires those to be labourers, who earn their living by effort and labour, not by relaxing on a desk and signing paperwork. Thus, these children reject the education and school culture that schooling is supposed to embed in students, and favor living life the way their family is doing so, not because they want to, but since it is their work, it is who they are and where they belong.

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