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1.1.3 Agencies of socialisation and social control - Coggle Diagram
1.1.3 Agencies of socialisation and social control
primary socialisation
main stage
early childhoood
main agencies
mainly the family
relationships
close, affective and emotionally significant
main learning
language, basic social skills, norms, expectations, values, cultual expectations
key ideas
Berger and Luckmann: emotionally charged identification
成为agencies of primary socialisation的特点 --- 1.发生在 early childhood； 2. close relationship 3. frequent interaction
secondary socialisation
Main stage
develops beyond early family socialisation and continues throughout the whole life
main agencies
education, the workplace, peer groups, media, religion
relationships
more detached, formal or instrumental
main learning
role-specific norms, knowledge and skills required in wider society
key ideas
Berger & Luckmann: greater detachment; Parons: moving beyong dependence on family attachments
social control
the processes through which behaviour is regulated,
conformity is
encouraged
behaviour that follows the norms and expectations
deviance is discouraged
Unacceptable behavior in a particular context
non-conformity
behavior that beyond social expectations
if it’s unacceptable
sanctions
social reactions used to encourage conformity.
negative & positive
formal & informal
Agencies of socialisation
family
function
照顾小孩
帮助小孩成为competent members of a society
informal Sanctions
children have human agency
Mead
parents or caregivers are significant others whose example, approval and disapproval
strongly influence children's early self, values and behaviour.
peer-groups
primary or secondary socialisation
people of a similar age or status
group-related and age-related norms
E.g.clothing,language
reference group
comparsion
use the standard of this group to judge myself
modeling
Individuals model the behavior on the group
peer pressure
social pressure and social control
information sanction
Education
secondary socialisation
Formal curriculum: the officially taught subjects, knowledge and skills.
Hidden curriculuM
the norms and values learnt indirectly through school Organization and routines
Bowles and GintiS
the correspondence principle: school relationships and routines reflect capitalist workplace relationships.
school 是资本阶级产物
Maxist
Formal sanctions
Parsons
school acts as a bridge between the family and wider society
Affective relationship ———-role-based relationship
Human agency
Mass media
secondary socialisation
Traditional mass media
: impersonal relationship
social media
More interactive
Through repeated messages, representations and role models
传递
norms, values, lifestyles and identities
Potter (2003)
short-term effect
Imitation
e.g. Influencer
Desensitisation
Maxist
社会稳定
维护阶级
Learning
New ideas
long-term effects
normalising consumerism
-- shaping perceptions of crime, terrorism and other risks
-- setting and framing the public agenda
Berger&Luckman
Attractive relationships