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Sociology Paper 1 > Socialisation > Flashcards

Socialisation Flashcards

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Sociology 101 flashcards
1
Q

primary socialisation

A

process of learning norms and values from birth to the age of 5 it is mainly taught by the agent of the family

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2
Q

primary socialisation - agent of family + methods

A
  • our family is our primary form of contact
  • parents transmit the dominant cultural values and norms that children need to learn in order to fit into society
  • one way we are socialised is through imitation - children see parents as role models, model behaviour based on parent
  • parents use sanctions to show what is good or bad behaviour
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3
Q

primary socialisation: Parsons (functionalists)

A

describes family as a ‘personality factory’ - parents produce children with identities and social qualities that fit the social expectations of society

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4
Q

primary socialisation: New rights

A

argue socialisation in modern society is becoming less effective due to increasing divorces and lone parent families
- suggests existence of social problems such as child abuse and antisocial behaviour is evidence that some families may damage children

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5
Q

primary socialisation: Interactionists

A
  • argue socialisation in families is a two way process because it is a negotiates process
  • parents also learn from children
  • socialisation is not universal process it is experienced in different ways because of the influence of social class, religion, ethnicity etc
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6
Q

Baumeister

A
  • family socialisation provides children with an identity
  • children learn through imitation play - see parents as role models they copy this behaviour
    e. g. mummies and daddies
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7
Q

Morgan (family)

A
  • suggests socialisation is concerned with social control and encourages conformity
  • parents use sanctions to reinforce or discipline good or bad behaviour
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8
Q

Durkin

A

most children can categorize themselves correctly + consistently as a boy or girl between the ages 2 or 3

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9
Q

Zakersty

A

argues the family is used by the capitalist class to instil values such as obedience and respect which is useful for the ruling capitalist class

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10
Q

secondary socialisation

A

second stage of socialisation beyond the age of 5

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11
Q

Education agent of socialisation

A
  • everyone learns formal curriculum - based on language and culture of society - reflects its values
  • we also learn from the ‘hidden’ curriculum
  • teachers use sanctions
  • we are taught value achievement and how it is measures
  • the school system teaches us the importance of different authority levels
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12
Q

Marxism and education

A
  • hidden curriculum has an ideological function - benefits powerful because it produces pupils who conform to the demand of teachers and schooling
  • the ‘hidden’ consequences of examinations, qualifications and setting leads to students accepting failure without complaining - essential components of becoming a good worker/citizen
  • hidden curriculum ensure conformity
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13
Q

Althusser - education

A

argues education is dominated by the hidden curriculum which encourages conformity and acceptance of capitalism

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14
Q

Functionalists and education

A
  • Believe that the hidden curriculum operates in a positive and beneficial way because socialisation by schools producers model pupils and model citizens
  • Parsons argues that the education agent socialises children into important values
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15
Q

Neo - Marxist Willis and education

A
  • Argues that pupils can successfully resist the influence of the hidden curriculum
  • The persistence of in school problems suggests that the critics of the hidden curriculum may have exaggerated its influence
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16
Q

Bowles and Gintis (Marxists) schooling in America

A

Agreed that the hidden curriculum exists - not about learning shared norms and values
Argued that the education system was a ‘giant myth making machine’ which brainwashed children through hidden curriculum into obedience
pupils are taught to accept their place in society - believe that achievements and failures are of their own making and that everything is fair and based on merit

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17
Q

Religion agent of socialisation

A
  • UK has become more secular
  • many of the norms and values in the Uk including laws, morals and customs are based on the christian religion
  • Through written rules or moral codes different religions promote particular values
    Most religions have a figure of authority or worship who acts as a role model to followers
    Religion can affect males and females in different ways
18
Q

Marxists and religion

A

Describe religion as an ideological apparatus that reflects ruling class ideas, socialises working class into 3 sets of value ideas

  • Material success is a sign of God’s favour and poverty is caused by sin
  • Religious teaching serve to distract the poor from exploitation
  • Religion makes poverty, exploitation, inequality by promising a reward in the afterlife
19
Q

Madood and Berthoud

A

Surveyed young people and found that

67% of pakistanis and bangladeshis saw religion as ‘very important’ compared to 5% of white british youth

20
Q

Holden

A

Examined attitudes of a large sample of 15 year olds towards race, religion and integration - found that at a school with mostly white pupils - nearly a 3rd believed that one race was superior to another

  • Compared with 1/10 from a majority Asian muslim school and less than 1/5 at a mixed race school
  • Suggests asian muslims were more tolerant
21
Q

Media agent of socialisation

A
  • media presents different ideas and messages
  • One way we may be socialised by the media is through its representation of different social groups which may influence our views
  • The media is seen to influence culture - seen as creating ‘consumer culture’ where we are encouraged to buy products based on celebrity endorsements or association with a particular lifestyle or image
22
Q

Keating

A

Says popular culture is false culture devised and packaged by capitalism to keep the masses content, false needs
Mass media responsible for mass culture

23
Q

Mulvey

A

Uses the concept of the ‘male gaze’ to describe how the camera in films ‘eyes up’ female characters encouraging viewers to asses their bodies and attractiveness from a male perspective

24
Q

McRobbie

A

Did research into a popular magazine called Jackie - showed how young women were being encouraged to value romance and getting and keeping a man
McRobbie has used the concept of ‘simple blondeness’ to describe an archetypal slim blond female which featured heavily in the media and encouraged young women to copy this behaviour

25
Q

Currie

A

Analysed content of teen magazines spanning a 40 year period and notices a dramatic increase in the importance of beautification in recent years

26
Q

The Workplace agent of socialisation

A

‘Re Socialization’ - refers to the new set of norms and values an individual will learn when they start a new job
Formal socialisation in the workplace will be in the form of learning code of conduct, acceptable dress code, behaviour and other expectations
Enforced by formal sanctions such as formal warning as well as positive sanctions such as ‘employee of the month’

27
Q

Waddington

A

‘Canteen culture’ describes 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

28
Q

Peer group agent of socialisation

A

The peer group is important in socialization because we spend a lot of time with our peers
Peer group shows what is acceptable behaviour - encourages conformity
hierarchies in peer groups - some individuals may be ‘leaders’ and have higher status than the ‘followers’
Peer groups can be a source of rebellion E.G. goths and emos
PEER PRESSURE - Peers can exert pressure on individuals to imitate or reject group behaviour - group membership and belonging are important and powerful forces influencing people to conform to fit in

29
Q

Peer group -

Harris

A

Looked at the comparative influence of parents and peer groups - concluded that the peer group can be more influential than the family in shaping our identities
Peer pressure is an important influence on our behaviour - an individual’s desire to conform has a strong influence

30
Q

peer group -

Sewell

A 
Uses the concept of ‘cultural comfort zones’ to describe the way we like to associate with those who are similar to ourselves  
He links how afro-Caribbean boys prefer to hang around in gangs with peers then to be in the white-middle class world of school
31
Q

Feral children

A

children who have skipped the process of primary socialisation
miss out on the normal processes of human socialisation
‘wild’/’unsocialized’

32
Q

Nature argument

A
  • The nature argument argues that people inherit characteristics such as intelligence, personality, gendered behaviour
  • Argue that many personality and other traits such as intelligence, maternal instinct, sexual orientation are coded in our genes
  • Argue that differences in behaviour are due to natural differences at birth, not the way individuals have been bought up
  • Argue that human traits like intelligence are largely inherited
  • twin studies support this side of the argument
33
Q

Nurture argument

A
  • Argues that how we are brought up and socialized has the most significant influence on how we behave
  • cultural diversity - Differences in culture demonstrate that there are differences between human behaviour is mostly learned
  • supported by examples of feral children
34
Q

Twin studies

A

Bouchard researched identical twins who had been separated at birth and raised separately
The twins were reunited as adults - Bouchard found that their similarities were similar
Oskar - raised by grandmother in Germany - catholic faith - part of hitler youth
Jack - raised in Caribbean by father - jewish faith
Bouchard documented similarities in behaviour, likes, dislikes, personalities despite their different upbringings
mannerism , temperament, favourite foods, choice in clothes were similar (Holden 1980)
Supports nature side of the debate as twins that are identical share 100% of the same genes - so the fact that they behaved similar despite not living together suggests that the way we are is a result of our genes

35
Q

Feral children examples

A

Oxana Malaya
Left in the kennels with the family dogs
She barked and ran on all fours like a dog
She unlearned the ‘dog like’ behaviour and can walk and talk normally now
Kamala and Amala ‘wolf children’
2 girls living with wolves
Behaviour was ‘wolf like’ - they howled, walked on all fours and ate directly from a bowl with their mouths rather than using their hands

36
Q

social control

A

Behaviour is controlled and reinforced by sanctions
Social control refers to the means by which society makes sure its members generally conform to the culture and the rules they have learnt during the socialisation process

37
Q

formal agencies of social control

A

Formal agencies of social control are the police, the courts and criminal justice system
These institutions directly and explicitly control the behaviour of the population

38
Q

Marxists view of police

A 
See police as one way in which the ruling class maintains its power and its wealth 
Police are servant of the ruling class 
They enforce laws that the ruling class has passed and make sure the working class does not threaten the system
39
Q

informal social control

A

Behaviour is controlled through the approval or disapproval of those around us
Different sanctions may include
Socially excluding a person from a peer group
Disappointed reactions from parents
Being passed over for promotion at work

40
Q

Morgan - social control

A

Socialisation is concerned with social control and encouraging conformity
Parents use sanctions to reinforce socially approved behaviour and to discipline deviant behaviour
Sanctions encourage the development of a conscience in a child - expected that a child will know the difference between good and bad behaviour - guilt will act as a deterrent to deviant behaviour
Function of toilet training is to instill in the child some sense of control over their bodily functions

41
Q

social control

P. Berger

A

Identifies some common methods of social control
Physical violence - the police and the military back up society’s rules with the threat of physical force or imprisonment
Economic pressure - people may conform because it is their economic interest to do so - workers who misbehave must be sacked
Social acceptance - being socially accepted by our peers
Socialisation - taught society’s rules through socialization by various agents

Sociology Paper 1 (7 decks)

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