1.2: Socialisation Flashcards
1
Q
Socialisation
A
Socialisation is:
- A lifelong process of learning
- The process by which an individual learns the norms and values of society
2
Q
Socialisation is a lifelong process of learning and it is the process by which an individual learns the norms and values of society.
In other words, socialisation is the way in which we learn to be what?
A
In other words, socialisation is the way in which we learn to be members of society
3
Q
What can socialisation be divided into?
A
Socialisation can be divided into:
- Primary socialisation
- Secondary socialisation
4
Q
Socialisation can be divided into primary socialisation and secondary socialisation.
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
What is secondary socialisation?
A
Secondary socialisation is the continuation
5
Q
Socialisation can be divided into primary socialisation and secondary socialisation.
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
Secondary socialisation is the continuation.
Socialisation continues throughout what?
A
Socialisation continues throughout an individual’s lifetime
6
Q
Agencies of socialisation
A
Agencies of socialisation are the: 1. Groups Or, 2. Institutions that play a part in our socialisation, through which we learn the norms and values of society
7
Q
Primary socialisation:
The early years of life (what ages) are very important in what?
A
The early years of life (ages 0 - 5) are very important in the learning process
8
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
This is the stage of primary socialisation when we are normally in what?
A
This is the stage of primary socialisation when we are normally in:
1. Intimate
2. Prolonged
contact with our family
9
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
This is the stage of primary socialisation when we are normally in intimate and prolonged contact with our family.
Our family play a key part in teaching us what?
A
Our family play a key part in teaching us basic:
- Norms
- Values
10
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
This is the stage of primary socialisation when we are normally in intimate and prolonged contact with our family.
Our family play a key part in teaching us basic norms and values.
It is what that the feral children like Oxana and Genie did not experience?
A
It is primary socialisation that the feral children like:
1. Oxana
2. Genie
did not experience
11
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through what?
A
One way children learn from their parents is through imitation
12
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Example
A
For example, they may copy:
1. The way their parents talk
Or,
2. Their table manners
13
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
They will see their parents as role models and model their behaviour on what?
A
Children will:
- See their parents as role models
- Model their behaviour on that of their parents
14
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
They will see their parents as role models and model their behaviour on that of their parents.
Children also learn what is acceptable and what is unacceptable by a process of what?
A
Children also learn what is acceptable and what is unacceptable by a process of:
- Trial
- Error
15
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show what?
A
Parents will apply sanctions to behaviour to show whether it is:
1. Desirable
Or,
2. Not
16
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show whether it is desirable or not.
An example of a positive sanction
A
An example of a positive sanction is praise
17
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show whether it is desirable or not.
An example of a negative sanction
A
An example of a negative sanction is a telling-off
18
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show whether it is desirable or not.
An example of a positive sanction is praise and an example of a negative sanction is a telling-off.
This is a form of what?
A
This is a form of social control
19
Q
Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
As well as teaching us basic norms and values, the family also make an important contribution to what?
A
As well as teaching us basic:
1. Norms
2. Values
,the family also make an important contribution to our identity
20
Q
Secondary socialisation:
Though the family is obviously important, the other agents of socialisation also have an important impact on our what?
A
Though the family is obviously important, the other agents of socialisation also have an important impact on our:
- Norms
- Values
21
Q
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
What are peers?
A
Peers are those of a similar age group
22
Q
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
Peers are those of a similar age group.
They will include friends, but your peer group is wider than just your friends.
The peer group is a very important agent of socialisation during school years (5 - 18), since an individual spends a lot of time with their peers during this time.
An individual will learn a lot about what from peers?
A
An individual will learn a lot about acceptable behaviour from peers
23
Q
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
Peers are those of a similar age group.
They will include friends, but your peer group is wider than just your friends.
The peer group is a very important agent of socialisation during school years (5 - 18), since an individual spends a lot of time with their peers during this time.
An individual will learn a lot about acceptable behaviour from peers, because of what?
A
An individual will learn a lot about acceptable behaviour from peers, because of the desire to ‘fit in’ (conformity)
24
Q
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Within peer groups there are often what?
A
Within peer groups there are often hierarchies
25
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Within peer groups there are often hierarchies.
Some individuals will be what and have what?
Some individuals will:
1. Be 'leaders'
2. Have higher status than the 'followers'
26
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Peer groups can also be a source of what?
Peer groups can also be a source of rebellion
27
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Peer groups can also be a source of rebellion.
Youth subcultures, such as goths, emos and punks, are peers who share norms and values and influence each other to resist what?
Youth subcultures, such as goths, emos and punks, are peers who share norms and values and influence each other to resist the:
1. Norms
2. Values
of wider society
28
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Peer groups can also be a source of rebellion.
Youth subcultures. such as goths, emos and punks, are peers who share norms and values and influence each other to resist the norms and values of wider society.
Who was this rebellion studied by?
This rebellion was studied by a group of sociologists at Birmingham University
29
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
Though this clearly overlaps with peer groups, the education system itself is what?
Though this clearly overlaps with peer groups, the education system itself is an agent of secondary socialisation
30
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns what?
At school, everyone learns the formal curriculum
31
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on what and reflect what?
This will:
1. Be based on the language and culture of society
2. Reflect its values
32
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
Example
For example:
1. English, Maths and Science are highly valued
2. History is mostly from a British perspective
3. Child development is usually taught by and taken by females
33
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or 'hidden curriculum.'
This is all the other what?
The informal curriculum or 'hidden curriculum' is all the other:
1. Norms
2. Values
you are learning at school outside of your formal lessons
34
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or 'hidden curriculum.'
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn that there are sanctions for those who do what?
For example, you learn that there are sanctions for those who disobey
35
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or 'hidden curriculum.'
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn that there are sanctions for those who disobey, such as what?
For example, you learn that there are sanctions for those who disobey, such as detention
36
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or 'hidden curriculum.'
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn that society values what and you learn how that is what?
For example, you learn:
1. That society values achievement
2. How that is measured
37
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or 'hidden curriculum.'
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn about the school what itself?
For example, you learn about the school structure itself
38
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or 'hidden curriculum.'
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn about the school structure itself, like what?
For example, you learn about the school structure itself, like the genders of the teachers at different levels of authority in the school
39
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is what all the time?
The influence of media is growing all the time
40
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of what?
The influence of media is:
1. Growing all the time
2. Arguably the most important source of secondary socialisation
41
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
Use of the media has exploded, with new forms of media such as what?
Use of the media has exploded, with new forms of media such as:
1. The internet
2. Mobile phones
3. Games
4. TV
5. Films
6. Magazines
42
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
Many of us like to claim that we are not influenced by the media and that we just use it to communicate or to find out things, but most sociologists would disagree.
One way we may be socialised by the media is through its what?
One way we may be socialised by the media is through its representation of different social groups
43
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
One way we may be socialised by the media is through its representation of different social groups, which may do what?
One way we may be socialised by the media is through its representation of different social groups, which may influence our views
44
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
One way we may be socialised by the media is through its representation of different social groups, which may influence our views.
Example
For example, women are represented in very stereotypical ways, according to feminist sociologists
45
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
One way we may be socialised by the media is through its representation of different social groups, which may influence our views.
For example, women are represented in very stereotypical ways, according to feminist sociologists.
This may affect what?
This may affect:
1. The way we judge women
Or,
2. Women themselves and their own self-image
46
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is what?
An area of concern often expressed is media influence on violence in society
47
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for what?
Various:
1. Films
2. Games
have been blamed for 'copycat' acts of violence
48
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for 'copycat' acts of violence, as viewers were what?
Various:
1. Films
2. Games
have been blamed for 'copycat' acts of violence, as viewers were apparently influenced by them
49
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for 'copycat' acts of violence, as viewers were apparently influenced by them.
More widely, the media is seen to influence what?
More widely, the media is seen to influence culture
50
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for 'copycat' acts of violence, as viewers were apparently influenced by them.
More widely, the media is seen to influence culture.
Some argue it has created what?
Some argue the media has created a consumer culture where we are encouraged to buy products based on:
1. Celebrity endorsements
Or,
2. Association with a particular lifestyle or image
51
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in what for many of us?
The importance of religion as an agent of socialisation is in decline for many of us
52
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to who?
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular
53
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means what?
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious
54
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that what?
It could be argued that many of our:
1. Norms
2. Values
in the UK are based on the Christian religion
55
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that many of our norms and values in the UK, including what, are based on the Christian religion?
```
It could be argued that many of our norms and values in the UK, including:
1. Laws
2. Morals
3. Customs
,are based on the Christian religion
```
56
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that many of our norms and values in the UK, including laws, morals and customs, are based on the Christian religion, so we are all what more than we realise?
It could be argued that many of our norms and values in the UK, including:
1. Laws
2. Morals
3. Customs
,are based on the Christian religion, so we are all influenced by religion more than we realise
57
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that many of our norms and values in the UK, including laws, morals and customs, are based on the Christian religion, so we are all influenced by religion more than we realise.
Attitudes towards, and laws relating to, issues such as what are all influenced to an extent by religious views?
Attitudes towards, and laws relating to, issues such as:
1. Divorce
2. Homosexuality
3. Abortion
4. Euthanasia
5. Even murder
are all influenced to an extent by religious views
58
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
In a multi-faith society, religion may do what?
In a multi-faith society, religion may influence some groups more than others
59
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
In a multi-faith society, religion may influence some groups more than others.
For example, Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as 'very important,' compared to 5% of white British youths.
So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is a very important influence on their norms and values.
Additionally, many Christian congregations in the UK are now made up of what?
Additionally, many Christian congregations in the UK are now made up of many people of:
1. African-Caribbean
2. Also Eastern European
descent
60
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
In a multi-faith society, religion may influence some groups more than others.
For example, Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as 'very important,' compared to 5% of white British youths.
So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is a very important influence on their norms and values.
Additionally, many Christian congregations in the UK are now made up of many people of African-Caribbean and also Eastern European descent.
So the decline of religion's influence in the UK is not what?
So the decline of religion's influence in the UK is not universal
61
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
The workplace will be a key agent of socialisation for adults, rather than children, and the concept of what has been used to refer to the new set of norms and values an individual will learn when they start a new job?
The workplace will be a key agent of socialisation for adults, rather than children, and the concept of 'resocialisation' has been used to refer to the new set of:
1. Norms
2. Values
an individual will learn when they start a new job
62
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
The workplace will be a key agent of socialisation for adults, rather than children, and the concept of 'resocialisation' has been used to refer to the new set of norms and values an individual will learn when they start a new job.
In a similar way to education, the socialisation could be split into what?
In a similar way to education, the socialisation could be split into:
1. Formal
2. Informal
63
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be what?
Formal socialisation in the workplace will be in the form of learning:
1. The code of conduct
2. Acceptable dress codes
3. Behaviour
4. Other expectations
64
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be in the form of learning the code of conduct, acceptable dress codes, behaviour and other expectations.
This will be enforced by what?
This will be enforced by formal sanctions
65
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be in the form of learning the code of conduct, acceptable dress codes, behaviour and other expectations.
This will be enforced by formal sanctions such as what?
```
This will be enforced by formal sanctions such as:
1. A formal warning
Or,
2. Even being fired
,but also positive sanctions
```
66
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be in the form of learning the code of conduct, acceptable dress codes, behaviour and other expectations.
This will be enforced by formal sanctions such as a formal warning, or even being fired, but also positive sanctions, such as what?
```
This will be enforced by formal sanctions such as a formal warning, or even being fired, but also positive sanctions, such as:
1. 'Employee of the month'
2. A promotion
Or,
3. A pay rise
```
67
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to do what?
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school
68
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by doing what?
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by:
1. Making clear what is expected
2. Sanctioning unacceptable behaviour
69
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by making clear what is expected and sanctioning unacceptable behaviour.
Example
```
For example, if a new employee is:
1. 'Sucking up' to the boss too much
Or,
2. Informing on his colleagues
,it will be made clear to him by informal sanctions that this is not acceptable
```
70
Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by making clear what is expected and sanctioning unacceptable behaviour.
For example, if a new employee is 'sucking up' to the boss too much, or informing on his colleagues, it will be made clear to him by informal sanctions, such as what, that this is not acceptable?
```
For example, if a new employee is:
1. 'Sucking up' to the boss too much
Or,
2. Informing on his colleagues
,it will be made clear to him by informal sanctions, such as the 'silent treatment' that this is not acceptable
```
71
Primary socialisation
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic:
1. Norms
2. Values
72
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
It refers to early what learning?
Primary socialisation refers to early childhood learning
73
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
It refers to early childhood learning during which we acquire the basic what that we will need in later life?
```
Primary socialisation refers to early childhood learning during which we acquire the basic:
1. Behaviour patterns
2. Language
3. Skills
that we will need in later life
```
74
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
It refers to early childhood learning during which we acquire the basic behaviour patterns, language and skills that we will need in later life.
The agencies of primary socialisation are usually parents and families who ensure that what takes place?
The agencies of primary socialisation are usually:
1. Parents
2. Families
who ensure that this learning takes place
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Secondary socialisation
Secondary socialisation is the second stage of learning where individuals:
1. Develop their identity
2. Consolidate norms and values
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Secondary socialisation is the second stage of learning where individuals develop their identity and consolidate norms and values.
It takes place when and continues into what?
Secondary socialisation:
1. Takes place during later childhood
2. Continues into adulthood
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Secondary socialisation is the second stage of learning where individuals develop their identity and consolidate norms and values.
It takes place during later childhood and continues into adulthood, during which we learn what?
Secondary socialisation takes place during later childhood and continues into adulthood, during which we learn society's:
1. Norms
2. Values
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The agencies of secondary socialisation include what?
The agencies of secondary socialisation include:
1. The peer group
2. The school/education
3. The media
4. Religion
5. The workplace
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Agencies of socialisation are the groups or institutions that play a part in our socialisation, through which we learn the norms and values of society.
How many agencies of socialisation are there?
There are 6 agencies of socialisation:
1. Family
2. The peer group
3. The school/education
4. The media
5. Religion
6. The workplace
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Peer groups case study:
| 1. Who (what year) looked at peer groups in primary schools?
Skelton and Francis (2003) looked at peer groups in primary schools
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Peer groups case study:
| 1. Skelton and Francis (2003) looked at peer groups in primary schools, for example where?
Skelton and Francis (2003) looked at peer groups in primary schools, for example in the:
1. Classrooms
2. Playground
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Peer groups case study:
1. Skelton and Francis (2003) looked at peer groups in primary schools, for example in the classrooms and the playground.
They found that what?
Skelton and Francis found that play was very gendered, with:
1. Boys dominating the space
2. Girls taking part in separate activities
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Peer groups case study:
1. Skelton and Francis (2003) looked at peer groups in primary schools, for example in the classrooms and the playground.
They found that play was very gendered, with boys dominating the space and girls taking part in separate activities, such as what?
Skelton and Francis found that play was very gendered, with:
1. Boys dominating the space
2. Girls taking part in separate activities, such as skipping
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Peer groups case study:
| 2. Who looked at the pressure put on teenage girls by peers?
Sue Lees looked at the pressure put on teenage girls by peers
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Peer groups case study:
| 2. Sue Lees looked at the pressure put on teenage girls by peers, for example what?
Sue Lees looked at the pressure put on teenage girls by peers, for example how double standards are applied to:
1. Girls'
2. Boys'
sexual behaviour
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Peer groups case study:
2. Sue Lees looked at the pressure put on teenage girls by peers, for example how double standards are applied to girls' and boys' sexual behaviour, such as what?
Sue Lees looked at the pressure put on teenage girls by peers, for example how double standards are applied to:
1. Girls'
2. Boys'
sexual behaviour, such as how the term 'slag' is used to control girls' behaviour
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Peer groups case study:
| 3. Who (what year) looked at the comparative influence of parents and peer groups?
Judith Harris (1998) looked at the comparative influence of:
1. Parents
2. Peer groups
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Peer groups case study:
| 3. Judith Harris (1998) looked at the comparative influence of parents and peer groups, concluding what?
Judith Harris (1998) looked at the comparative influence of:
1. Parents
2. Peer groups
,concluding that the peer groups can be more influential than the family in shaping children's identities
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Peer groups case study:
3. Judith Harris (1998) looked at the comparative influence of parents and peer groups, concluding that the peer groups can be more influential than the family in shaping children's identities.
Peer pressure is what on behaviour?
Peer pressure is an important influence on behaviour
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Peer groups case study:
3. Judith Harris (1998) looked at the comparative influence of parents and peer groups, concluding that the peer groups can be more influential than the family in shaping children's identities.
Peer pressure is an important influence on behaviour.
Harris overall concluded that what?
Harris overall concluded that an individual's desire to conform is a stronger influence than the peer group's:
1. Overt pressure
Or,
2. Bullying
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Peer groups case study:
| 4. Who (what year) uses the concept of 'cultural comfort zones?'
Tony Sewell (2000) uses the concept of 'cultural comfort zones'
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Peer groups case study:
| 4. Tony Sewell (2000) uses the concept of 'cultural comfort zones' to describe what?
Tony Sewell (2000) uses the concept of 'cultural comfort zones' to describe the way in which we like to associate with those who are similar to ourselves, to stay in our comfort zone
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Peer groups case study:
4. Tony Sewell (2000) uses the concept of 'cultural comfort zones' to describe the way in which we like to associate with those who are similar to ourselves, to stay in our comfort zone.
Sewell links this particularly to who?
Sewell links this particularly to African-Caribbean boys
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Peer groups case study:
4. Tony Sewell (2000) uses the concept of 'cultural comfort zones' to describe the way in which we like to associate with those who are similar to ourselves, to stay in our comfort zone.
Sewell links this particularly to African-Caribbean boys, preferring to do what?
Sewell links this particularly to African-Caribbean boys, preferring to hang around in gangs with peers than to be in the white middle-class world of:
1. School
2. Teachers
,which is an alien environment
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Education case study:
| Who were American Marxists?
Some Bowles and Herb Gintis were American Marxists
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Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that what exists?
Some Bowles and Herb Gintis agreed that the hidden curriculum exists
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Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning what?
Some Bowles and Herb Gintis agreed that the hidden curriculum exists, but did not think that it was just about learning shared:
1. Norms
2. Values
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Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was what?
Some Bowles and Herb Gintis argued that the education system was a 'giant myth-making machine'
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Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was a 'giant myth-making machine,' that did what?
Some Bowles and Herb Gintis argued that the education system was a 'giant myth-making machine,' that brainwashed children through the hidden curriculum into the:
1. Obedience
2. Unquestioning attitude
that they would need in the world of work
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Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was a 'giant myth-making machine,' that brainwashed children through the hidden curriculum into the obedience and unquestioning attitude that they would need in the world of work.
Pupils are taught to accept what?
Pupils are taught to accept their place in society
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Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was a 'giant myth-making machine,' that brainwashed children through the hidden curriculum into the obedience and unquestioning attitude that they would need in the world of work.
Pupils are taught to accept their place in society and believe what?
Pupils are taught to accept their place in society and believe that:
1. Achievements and failures are of their own making
2. Everything is fair and based on merit
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Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They see what as very significant, but not good for the majority?
Some Bowles and Herb Gintis see the:
1. Hidden curriculum
2. Socialisation that takes place in the education system
as very significant, but not good for the majority
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Media case study:
| 1. Who (what year) uses the concept of the 'male gaze?'
Mulvey (1975) uses the concept of the 'male gaze'
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Media case study:
| 1. Mulvey (1975) uses the concept of the 'male gaze' to describe what?
Mulvey (1975) uses the concept of the 'male gaze' to describe how the camera in films 'eyes up' female characters
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Media case study:
1. Mulvey (1975) uses the concept of the 'male gaze' to describe how the camera in films 'eyes up' female characters, encouraging viewers to do what?
Mulvey (1975) uses the concept of the 'male gaze' to describe how the camera in films 'eyes up' female characters, encouraging viewers to assess their:
1. Bodies
2. Attractiveness
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Media case study:
1. Mulvey (1975) uses the concept of the 'male gaze' to describe how the camera in films 'eyes up' female characters, encouraging viewers to assess their bodies and their attractiveness, from what?
Mulvey (1975) uses the concept of the 'male gaze' to describe how the camera in films 'eyes up' female characters, encouraging viewers to assess their:
1. Bodies
2. Attractiveness
,from a male perspective
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Media case study:
| 2. Who (what year) argues that the media is partly responsible for criminality?
Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality
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Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created what?
Young argues that the media has created a 'bulimic society'
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Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a 'bulimic society' - a society with what?
Young argues that the media has created a 'bulimic society' - a society with constant:
1. Hunger
2. Desire
to binge on everything and anything
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Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a 'bulimic society' - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a society in which even those with little money are what?
The bulimic society is a society in which even those with little money are:
1. 'Hooked on Gucci, BMW, Nike, watching TV 11 hours per day ...
2. Worshipping success, money, wealth and status'
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Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a 'bulimic society' - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a society in which even those with little money are 'hooked on Gucci, BMW, Nike, watching TV 11 hours per day ... worshipping success, money, wealth and status,' but at the same time are what?
The bulimic society is a society in which even those with little money are:
1. 'Hooked on Gucci, BMW, Nike, watching TV 11 hours per day ...
2. Worshipping success, money, wealth and status'
,but at the same time are 'systematically excluded from its realisation'
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Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a 'bulimic society' - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a culture of what?
The bulimic society is a culture of:
1. 'Get rich
Or,
2. Die trying'
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Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a 'bulimic society' - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a culture of 'get rich or die trying,' when too often only what is available?
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The bulimic society is a culture of:
1. 'Get rich
Or,
2. Die trying'
,when too often only the latter alterative is available
```
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Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a 'bulimic society' - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a culture of 'get rich or die trying,' when too often only the latter alternative is available.
Young argues that this can explain what?
Young argues that this can explain criminality among youths from deprived backgrounds
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Religion case study:
| Who (what year) surveyed young people?
Modood and Berthoud (1997) surveyed young people
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Religion case study:
Modood and Berthoud (1997) surveyed young people and found that what percentage of Pakistanis and Bangladeshis saw religion as 'very important?'
Modood and Berthoud (1997):
1. Surveyed young people
2. Found that 67% of Pakistanis and Bangladeshis saw religion as 'very important'
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Religion case study:
Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as 'very important,' compared to what percentage of white British youths?
Modood and Berthoud (1997) surveyed young people and found that:
1. 67% of Pakistanis and Bangladeshis saw religion as 'very important'
compared to
2. 5% of white British youths
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Religion case study:
Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as 'very important,' compared to 5% of white British youths.
So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is what?
So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is a very important influence on their:
1. Norms
2. Values
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Workplace case study:
| The term what has been used (for example by who when) to describe what?
The term 'canteen culture' has been used (for example by Waddington in 1999) to describe the set of:
1. Norms
2. Values
that people who work in a particular organisation will be socialised to accept
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Workplace case study:
The term 'canteen culture' has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain what become the norm?
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The term 'canteen culture' has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain:
1. Language
2. Behaviour
3. Attitudes
become the norm
```
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Workplace case study:
The term 'canteen culture' has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain language, behaviour and attitudes become the norm.
This has been used in what way to describe what?
This has been used in a critical way to describe the culture of racism within the police
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Workplace case study:
The term 'canteen culture' has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain language, behaviour and attitudes become the norm.
This has been used in a critical way to describe the culture of racism within the police, whereby what?
This has been used in a critical way to describe the culture of racism within the police, whereby even individual police officers who are not racist will start:
1. Thinking
2. Behaving
in ways that are
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Workplace case study:
The term 'canteen culture' has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain language, behaviour and attitudes become the norm.
This has been used in a critical way to describe the culture of racism within the police, whereby even individual police officers who are not racist will start thinking and behaving in ways that are, as they are what?
This has been used in a critical way to describe the culture of racism within the police, whereby even individual police officers who are not racist will start:
1. Thinking
2. Behaving
in ways that are, as they are socialised into the canteen culture of the police force
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Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or 'hidden curriculum.'
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn about the school structure itself, like the genders of the teachers at different levels of authority in the school.
Teachers are the main people who pass on these norms and values and you will also learn about what by the way they interact with you?
Teachers are the main people who pass on these norms and values and you will also learn about your own place in society by the way they interact with you
