Transcript SOCIALIZATION: TEXTBOOK ASSIGNMENT

SOCIALIZATION:
TEXTBOOK ASSIGNMENT
THE AGENTS OF
SOCIALIZATION
1. How many agents of socialization can
you name?










BRAINSTORM LIST OF STATEMENTS AS A CLASS
Family
School
Peers
Clubs, social groups
Work
Media
Religion
Government
Geography
2. Family is the most important
agent of socialization because…




Family provides initial love and nurturance
Transmission of social and cultural values
Primary source of love and support
First social experiences happen within
families
3. Hidden Curriculum…



The “hidden” curriculum means any information
or lessons learned through schooling that beyond
the official school curriculum
The “hidden” curriculum teaches children to
value competition, materialism, work over play,
obedience to authority and attentiveness
The potential problem is that success in school
may be based more on a students ability to
conform to the “hidden” curriculum rather than
by mastering formal curriculum
4. Social Norms and Peer Pressure



Individuals must earn acceptance from their peers
by conforming to the groups social norms (dress,
speech patterns, attitudes)
In other words when we conform to our peers
norms we are rewarded by acceptance within the
group
Those who do not conform to this form of “peer
pressure” may be socially isolated or expelled
from the group
5. Children Also Socialize Parents!



Socialization is a 2-way process
Children teach parents about the latest fads,
clothing, music and language
Parents may also learn attitudes and
behaviors about drug use, sexuality, sports
leisure and ethnic issues from their grown
children
6. Racial-Ethnic Socialization


Ethnocentrism
Scholars may be hesitant to point out
differences in socialization practices among
diverse ethnic and social class groupings
because such differences have typically
been interpreted by others as a sign of
inadequate (or inferior) socialization
practices
7. Theories of Gender Socialization





Gender socialization: The aspect of socialization that contains
specific messages and practices concerning the nature of being male
or female in a specific group or society
Eccles, Jacobs and Harold (1990) :Parents may respond differently to
boys or girls ex: playing more roughly with boys and talking more
lovingly with girls
Seegmiller, Suter and Duviant (1980): less rigid gender stereotypes in
high incomer families
Serbin et al (1990): Male oriented toys given to both genders in high
income families
Canter and Ageton (1986): Working class families adhere to more
rigid gender expectations than middle class families
8. The “Digital Divide”



Digital divide refers to the distinction between
those families that can afford a computer and
internet access and those who cannot.
A conflict theorist could argue that the internet
provides a means for those in positions of
affluence to gain access to information that those
without the money to cover computer/internet
costs don’t have
It could also be a way for powerful people in
society to spread ideas/ use media/ make money
9. Socialization is a lifelong process…
a)
b)
c)
You are socialized in infancy and childhood by
families
In childhood/ adolescence we are socialized by
our peers and other agents such as school and
media
Later in adulthood we learn lessons related to
socialization in addition to those agents
mentioned. Consider work, government and
even out children and grandchildren
10. Resocialization



Voluntary Resocialization:
When we assume a new status of our own free will
(student, employee, retiree, religious conversion, medical
or psychological treatment, rehabilitation)
Involuntary Resocialization occurs within a total
institution (under the control of officials in isolated
conditions). It generally occurs against a person’s wishes
and are stripped of their former selves and depersonalized
and made to adopt a new set of behaviors( Prisons,
military boot camps, concentration camps, some mental
hospitals)
Culture and Socialization
Pandya and Chispa experiment
Objectives:
 Students complete a role-play activity and
analyze the results.
 Students gain skills in observing and
describing behaviours.
 Students develop an understanding of how
our cultural values influence the way we
view other groups.