Process of socialisation Flashcards
Define socialisation
- Learning the norms + values of a culture so that ways of thinking, behaving + seeing things are internalised
Define Internalisation
- Something from outside the individual becoming internal to the individual. You do it without thinking
Whats primary socialisation?
- Involves the family. Some argue that oressure on parenting may be reducing the effectivness of child rearing
Whats secondary socialisation?
- Such as mass media, may be increasing in importance.
- Plamers + Postman: Expressed anxiety of socialisation experienced by kids viewing TV + surfing the internet
Summarise process of socialisation:
- Its a long life process.
- For socialisation to be effective, it should not be forced. Risks rebellion, rejection + dissent
- Taylor: The ways of thinking, behaving + percieving things that are accepted by culture, come to appear normal + natural
- Marsh + Keating: Effective socialisation should happen to kids without them noticing
Summarise primary + secondary socialisation:
- Primary socialisation: is in the family.
As this process goes on, children gather uniquely humanl skills
Children leaen to function as good + useful citezans in their community
- Secondary socialisation: Takes place outside of home.Socialisation is a life long process, as culture of society continues to change.over time.
What does Baumesiter argue?
- Family socialisation provides children with an identity.
- This can be learnt by “playing”. Play activities can imitate parents playing “mummies and daddies”
- They might gradually learn what it feel like to be father and mother
Summarise what Morgan says about socialisation:
- Parents use SANCTIONS to reinforce + reward socially approved behaviour.
Can be GOOD + BAD sanctions - Sanctions encourage development of conscience in the child.
Culturally expected to know the difference between good + bad. - Morgan: function of toilet training is to instil child with some control over their bodily functions.
Children will taught civilised norms + avoid uncivilised behaviours
- Children internalise cultural expectations + conform to traditional feminine + masculine gender roles
Durkin: Children can catogarise themselves correctly by age of 2-3
Summarise funtionalists perspective on the Family:
- The child is filled up with shared cultural values + norms through primary socialisation. > creates social solidarity
- Parsons: Sees the family as a “PERSONALITY FACTORY” + the child as a “BLANK SLATE” at birth and the function of parents to train + mould a passive child in the image of society.
- Children identify with their same sex parents + become like them, so they fill up similar social roles when they grow.They assume the cultural values are their own which leads to value consenus + feel of belonging in socirty
Summarise functionalists perspective on education;
- See edcuation systems as asn essential part of secondary socialisation as it transmits shared cultural values > producing confromity + consesus
- Durkheim: subjects such as history link individuals to society, past + present by encouraging sense of pride in historical achievments. > reinforces their sense of belonging in society
- Parsons: Function of education acts as a bridge between family + wider society (focal socialising agency).
Helps children transition from being judged by PARTICULISTIC values to being judged by UNIVERSALISITIC values
Summarise feminists perspective on family:
- Family creates + maintains patriarchy through gender roles
- Anne Oakleys 4 processes that occur in the family:
Manipulation - ways parents encourage + reward/discourage behaviour
Canalisation - The way parents direct kids interests towards toys + activities that are
seen normal for their sex
Domestic activities - Daughters may have cultural expectations about future
Verbal appellations - may enforce cultural expectations by refering to daughters as
“pretty”
- Gender codes:Colour, appearance , toy, play, control codes
- From early ages, children are trained to conform to social expectations about their gender
Summarise Functionalists perspective on Religion:
- Plays important role in secondary socialistion
- Durkheim: Major function of religion is to socialise societys members into value consesus by infusing them with religious symbolism + special significance
- These values values then become “moral codes” (beliefs that society agrees to socialise kids into)
- Such codes regulate our social behaviour with regard to crime, secual behaviour + obligation to others
Evaluation of Functionalist view on soicalsation;
- Gouldner: They underestimate the amout of conflict that occurs in socialisation
- They exaggerate the extent to which people might rebel against it.
- Fine: Parsons has been accused of seeing kids as passive recipients of socialisation
parents + schools, neglecting the role of peer groups
Summarise Marxists perspective on socialisation:
- Sees socialised as being linked to the interests of the ruling clss.
- Zaretsky: Argues family is used by capitalists to instil value, such as obedience to authority.
- These values ensure that w/c can be explouted later by ruling class.
Summarise Marxists perspective on Education:
- Althusser: education is dominated by the HIDDEN CURRICULUM (ruling class ideology which encourages conformity + unquestioning capitalism
- Althusser: Only few students allowed to access education that challenges the existance of capitalism.
Critical of sociology + politicsas these might lead to students becoming critical of capitalist inequality
- Schools socialise pupils into uncritical acceptance of hierarchy, obedience + failure.
- W/c are socialised to see failure as their own fault rather than seeing that its caused by capitalism
