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Socialisation - Coggle Diagram
Socialisation
Secondary Socialisation
A child learns what wider society expects of its members through secondary agencies of socialisation (media, peer group, education, religion). Talcott-Parsons believed that it helped the individual develop a separate identity from the family in order to deal with strangers. School, in particular, was a bridge between the family and the wider society.
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The people who are the same age and status as oneself, sometimes implying friendship.
Early friendships- young children are very responsive to other children and develop group norms and behaviours that may differ from family.
Iona and Peter Opie- children have a street culture developed from through play (adults not included).
Peer pressure- people modify their behaviour in order to fit in with the group. Research has shown that people are very fearful of social rejection and adolescents are particularly impressionable, so groups can exert powerful pressure on those who fail to conform to group norms.
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The formal curriculum- schools deliver knowledge of culture to children in timetables lessons. 'Facts' are given to children who are not in a position to query. Althusser (Marxist) said that education teaches children that unfair society is completely acceptable.
The informal (hidden) curriculum- a set of assumptions and beliefs that are taught unintentionally by schools. E.g., values and beliefs that are implicit in textbooks, uniforms and daily life. In the 1970s-80s, feminists pointed out the lack of women in textbooks or the focus on domestic roles, reinforcing traditional gender roles.
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Copycat behaviour- 1960s Bandura claimed a direct link between exposure to watching violence and violent play among children. E.g., Some countries have laws on video games.
Hypodermic syringe model- Marxists theory suggests that the media acts as a drug directly injected into people-s minds, affecting their beliefs. Children are particularly vulnerable as they struggle to differentiate between reality and fiction. E.g., Kids TV shows violence as heroic instead of discussing issues.
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Collective conscience- a set of socially accepted and shared values and norms (Durkheim). Argued that religion embodies this as it established society's well-ordered principles.
Parental faith- Erikson pointed out that children have little or no choice but to take on the beliefs of their parents. E.g., Christmas, Passover or Ramadan are family events/ traditions.
Butler (1995)- Islam was a central way to provide a moral guide for young women (e.g., veiling).
Role models- Giddens suggests a significant other- not necessarily a role model but someone that is the 'ringleader' of the group.
Social control- Wright - subculture links to peer pressure- people in the group have a shared identity and act as one.
Primary socialisation.
A child learns from the immediate family and the home, adopting the beliefs, values, and expectations of the parents. E.g., Learning manners.
Manipulation- parents encourage appropriate behaviour for each gender, teaching norms and values and protects kids from social disapproval. E.g., Boys don’t cry.
Canalisation- boys and girls are channelled into appropriate activities. E.g., Girls’ toys promote caring (dolls).
Verbal appellations- girls are called ‘angel’ or ‘princess’ and boys are called ‘little monster’. These have associations, like aggression or passivity.
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Socialisation
The process by which humans learn and internalise their culture’s norms and values, learning specific behaviour and beliefs appropriate to their culture (Talcott-Parsons). Socialisation is the process which culture is passed from generation to generation, initially taking place in the family; later education, religion, the media and peer groups (Giddens- 2006).
Formal socialisation- deliberate and conscious manipulation to ensure people learn to follow certain rules. E.g., Taught to obey authority in school (sanctions).
Informal socialisation- people learn to fit into a culture by watching and learning from others (imitation). E.g., A daughter seeing her mother in domestic roles.
Formal control- achieved through sanctions. Children are punished for incorrect behaviour and praised for good . behaviour. E.g., A child may be reprimanded for not eating their vegetables.
Informal control- achieved through imitation (children learn social skills like what is appropriate to say in certain situations by copying role models) and canalisation (society nudges boys and girls in different directions from an early age due to the social construction of gender).
Tertiary socialisation
Adapting to new situations like becoming a parent, changing jobs, illness, disability etc. A sort of re-socialisation. Learning the specific norms and expectations at your place of work. E.g., Doctors learn 'bedside manner'.
Canteen culture- employees are expected to be punctual and work hard and may learn tricks or tactics to ensure they do not work too hard.
McDonaldisation of work (Ritzer (1943)- workers in certain industries are trained to not show initiative. The food and behaviour in every chain restaurant is predictable from uniforms to scripted interactions.
Savage (2005)- people gain class identity from work, lack of work or poor working conditions.