By Irving Tallman
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Additional resources for Adolescent Socialization in Cross-Cultural Perspective. Planning for Social Change
If socialization is distinguishable from other learning, what is its special content? If it has a special content, how is it transmitted? Also, since socialization pertains to individual behavior in social groups, what part do groups play in the learning process and its outcomes? These questions are not new, nor is there a shortage of proferred answers; they have been the subject of considerable debate among students of socialization for over a century. 1 Instead we shall describe our approach to solving the conceptual problems discussed earlier.
By identifying with a group and defining oneself as different from members of other groups, a person claims a particular social position with its accompanying roles, status, and life-style. The individual, in assuming an identity, thus takes responsibility for learning designated roles, assessing appropriate sources of information, and engaging in interactions with certain groups in the social structure. Identity thus links the individual to the environment and consequently influences future goals as well as the strategies available for attaining those goals.
In essence, the benefits of family identification generally outweigh the possible benefits of breaking family bonds. This seems to be true even during adolescence when the question of the child's forming an identity separate from parents and family takes on added importance (Douvan & Adelson, 1966; Elder, 1968; Erikson, 1962). The quest for an independent identity requires adding new, more autonomous roles without necessarily nullifying the earlier elements of identity that link the child to its family (Gottlieb & Ramsey, 1964, p.