socialisation

socialisation = the process by which an individual learns the norms & values of society

the nature/nurture debate = whether behaviour is innate & determined by genes (nature), or learned by your upbringing (nurture)

nurture example = oxana malaya

  • a feral child
  • left in a kennel with family dogs since she was young without any human contact
  • learnt to walk on all fours & bark like a dog

nature example = twin studies

  • oskar & jack were identical twins studied by bouchard
  • were separated at birth & raised separately, however many similarities were found in their behaviour, likes & dislikes & personalities
  • eg = fave foods & choice in clothes

primary socialisation = the initial stage of socialisation that occurs between ages 0 & 5, where the family as an agent play a key part in teaching us basic norms & values

family as an agent

  • children view their parents as role models & learn from them in various ways
  • oakley (1974) = children are socialised into their gender roles - important contribution to our identity
  • imitation, eg = may copy way of talking
  • positive/negative sanctions are applied to show what is acceptable (a form of social control)

agencies of socialisation = groups or institutions that play a part in our socialisation

secondary socialisation = when an individual learns the norms & values of their culture through those outside of the family

peer group as an agent

  • an important agent during school years
  • can also be a source of rebellion, eg = youth subcultures such as goths influence eachother to resist the norms & values of wider society
  • harris (1998) = peer group can be more influential than the family in shaping children's identities

education as an agent

  • at school everyone learns the formal curriculum, which is based on the language & culture of society & reflects its values (eg = history is mostly form a british perspective)
  • we also learn the hidden curriculum which is all the other norms & values learnt at school outside of formal lessons
  • bowles & gintis (1976) = education system teaches hidden curriculum which includes values that are useful in society, eg = detention for lateness, teaching punctuality

media as an agent

  • one way they may socialise us is through reps of different social groups
  • eg = mulvey (1975) says that cameras used for films employ a male gaze
  • another way is influence of violence in society, as some films & games have been blamed for 'copycat' acts of violence
  • young (2007) = the media has created a 'bulimic society', which is one with constant hunger & desire to binge on everything

religion as an agent

  • is in decline for most of us, however could be argued that many uk norms & values are based on the christian religion (eg = attitudes towards divorce & homosexuality)
  • modood & berthoud (1997) = the multi-faith nature of the uk means that religion socialises some groups more than others

workplace as an agent

  • 'resocialisation' = individuals will learn a new set of norms & values when starting a job
  • formal socialisation could include learning the code of conduct & acceptable dress codes, & these are enforced by formal sanctions such as being fired or a pay rise
  • informal socialisation could include colleagues resocialising an individual in a similar way to peer groups at school, through informal sanctions such as the 'silent treatment'
  • waddington (1999) = 'canteen culture' is used to describe a set of norms & values that people who work in a particular organisation will be socialised to accept, so that certain behaviours become the norm (has been used to describe racism in the police force)

social control = ways through which our behaviour is controlled & reinforced by sanctions

formal social control = behaviour is punishable by law & enforced by government - directly & explicitly control behaviour

police

  • can issue negative sanctions (fines, arrests, formal warnings)
  • use 'military-style' tactics such as 'kettling' in the uk

courts/legal system

  • can sentence people
  • have the power of deciding whether someone is guilty or not based on the law
  • give fair & equal punishments to criminals that are proportional to the crime committed

informal mechanisms include peer group, education, family etc - control our behaviour more subtly

sanctions may include

  • social exclusion from a peer group
  • disappointed reactions from parents
  • being passed over for promotion at work
  • celebs being criticised in magazines

functionalist view = police maintain a safe society & help maintain value consensus

marxist view = police operate under the interests of the bourgeoisie & disproportionately stop & search working-class members

marxist view = courts ignore white-collar crime - sutherland (1949) = bourgeoisie get away with these, as they have resources to hide it & can afford a good lawyer

feminist view = courts don't focus on female crimes like rape & domestic abuse - heidensohn (1985) = women face a double deviancy

government & military = in place for when social order breaks down

althusser (1970) = state enjoys 'hard power' (repressive state apparatus) & 'soft power' (ideological state apparatus) to control society