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Socialisation, culture and identity - Coggle Diagram
Socialisation, culture and identity
Socialisation
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Secondary
Religion
Berthoud (1997) : Surveyed young people and found that 67% of Pakistani and Bangladeshi people view religion as 'very important' compared to 5% of young white British people
Media
Mulvey (1975) : Uses the term 'male gaze' to describe how the camera in films 'eye up' females, forcing viewers to assess the attractiveness and body from a male perspective
Young (2007) : Argues the media is partly to blame for crime as it has created a 'bulimic society' with the desire to binge anything + everything. Even those with little money are hooked on luxury brands thus resort to crime to achieve them
Workplace
Waddington (1999) : "Canteen culture" - used to describe the set of norms and values that people who work in a particular organisation will be socialised to accept
Education
Bowles + Gintis (1976) : Believed there is a 'hidden curriculum but teaches things other than just norms + values. They use the term 'giant myth-making machine' to teach obedience to children
Peer groups
Skelton + Francis (2003) : Looked at play in primary schools and found it very gendered with boys domination space + girls participating in other activities
Sue Lees (1997) : Looked at the double standards between boys and girls within high schools and the sexual behaviour double standards with boys controlling girls behaviour by using terms such as 'clag'
Identity
Hybrid identity
Nayak (2003) : Uses a term of "white wannabes" to describe white British males who dress and speak in a way that is influenced by black hip-hop culture
Ethnicity
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Ghumann (1999) : Found that tradition, religion and family values played an important part in the upbringing of second-generation Asian people in the UK
Hewitt (2005) : Considers the white 'backlash' against multiculturalism. Policies designed to achieve equality have been perceived as unfair to the white community
Nationality
Anderson (1983) : Argued that a 'nation' is an 'imagined community', in that members of a nation will never meet most of their fellow members, and so a national identity is socially constructed through symbols such as flags, anthems and holidays
Kumar (2003) : Discussed the fact that, unlike Scottish, Welsh and Irish people, English people find it difficult to say who they are, and that English identity is elusive
Schudson (1994) : Education and media act as socialising agents that teach social history of a nation and give sense of belonging
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Gender
Wilson (1975) : Argues that the need to reproduce requires men to be more promiscuous - 'spreading their seed'. Women need to nurture one child and stat faithful to the father of their child to ensure his help in its upbringing
Parsons (1955) : Females have an 'expressive role' within the family however men have an 'instrumental role'. These roles are natural due to physical strength but also reinforced by socialisation
Oakley (1981) : Argues gender roles are socially constructed through socialisation. Children are socialised into their gender in four different ways:
- Manipulation - Encouraging behaviour that is seen as stereotypically acceptable for the child's gender
- Canalisation - Channelling their child's interests into toys, games and activities that are considered normal for their gender
- Verbal appellation - Refers to the nicknames that reinforce gender expectations such as "princess" for girls and "solider" for boys
- Different activities - Parents and family members may encourage children to participate in activities around the home that reinforce stereotypes such as a girl helping her mother with baking and a boy helping his father to clean the car
Woolf (????) : Media portrays a beauty myth of perfect skin, hair and slim figure for women
Social class
Mackintosh + Mooney (2004) : Pointed out a key feature of the upper class is their invisibility. The upper class operate 'social closure' meaning that their education, leisure time and daily lives are separated from and partially invisible to the rest of the population. They may participate in activities which may seem inaccessible from other social classes such as opera or polo
Fox (2004) : Discusses how there's three different parts of the middleclass unlike the other classes, "upper middles", "middle middles" and "lower middles"
There is also likely a big difference between the different middle classes due to things such as professions as you have the public and private sectors with teachers and nurses and then lawyers and bankers who won't share common experiences or identity
Hutton (1995) : The decline in trade union memberships and the manufacturing sector, and the dispersal of working-class communities, has eroded working-class identity
Point may be less valid in modern day society as there have been many recent strikes within public sectors which require joining a trade union
Murray (1984) : Overgenerous benefits create a dependency culture which means people learn norms and values in which they do not take responsibility for their own actions and have an expectation that they will be looked after by the state
Sexuality
Weeks (1987) : Identifies not many would say 'I am heterosexual' in relation to their identity, but to say 'I am gay' makes a statement about belonging and you relationship to dominant sexual codes
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Disability
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Barnes (1992) : Negative representations of disability in media, both physical and mental
Changing identities
Gender
Jackson (2006) : The rise of the ladette - refers to the masculine behaviour of women. 'Ladettes' typically spend time drinking, smoking, swearing and disrupting lessons for the fear of being considered 'uncool'.
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Culture, norms and values
Culture Ideas, customs and social behaviour created by social interaction
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