Socialisation and Culture Flashcards
Norms
Norms are the appropriate and acceptable behaviour in a given situation. These norms can be gender based norms which regard what society sees as masculine norms and feminine norms.
- In the past women being housewife’s was a norm
- In Britain holding the door open is a norm
Values
Something that is thought to be worthwhile by members of a society, it defies what is worth striving for. A general guideline to blueprint for behaviour.
- British values of democracy and the rule of law
- Respect and loyalty
Beliefs
Convictions we generally hold to be true, without proof or evidence. They are usually, but not always, linked to religion.
- Belief of God
- Western children believing in Santa
Customs
Traditional and regular norms of behaviour associated with specific social situations such as events and anniversaries which are accompanied by rituals and ceremonies.
- On November 5th British people have bonfire and set off fireworks
- Finding Easter eggs on Easter Sunday
Status
An individuals social position, relative to others, in a society or a social group.
Ascribed status
Those in which a person has no control. Either assigned at birth or involuntarily later in life.
- Age
- Sex
Achieved status
Involves some degree of choice ands is either earned, achieved or accomplishes as a result of some effort on the person part.
- Job
- Qualifications
Roles
Each social position relates to the roles we play, it will determine how someone behaves in a specific social situation and how others will expect them to behave.
Socialisation
The process whereby humans learn their behaviour. The process through which norms and values of society are transmitted to individuals.
Culture
The way of life of a society. Including:
- Language
- Dress
- Food
- Customs and Traditions
- Music
Varies over time as it’s not static and varies from one society to another.
Culture as a social construct
It is socially constructed because it isn’t objective and is altered and developed as a result of human interaction.
Feral Children
2 girls, raised by a wolf for 8 years.
Described as ‘wolfish’:
- Walked on all fours
- Stole and ate raw meat
- Panted and howled
- Bared teeth when approached
After 5 years one of the girls showed development (the other died):
- Concept of colour
- Knew some babies names
- Spoke around 30 words
Social Change
Changes in human interactions and relationships which change cultural and social institutions.
Nature vs Nurture
Nature - Biological predispositions which impact traits.
Nurture - Environmental influences on traits.
Cultural Diversity
Difference in norms, values, customs and any components of culture between different societies.
Subcultures
Social groups based on age, class religion and ethnicity. They have aspects of lifestyle that subscribe to mainstream norms and values and some unique norms and values. Some may be regarded as deviant.
- Hippies in the 1960s
- Mods vs Rockers (Folk Devils and Moral Panics) - observations/interviews
Primary Socialisation
The first stage of socialisation and transmitting culture such as norms and values. Through one agent of socialisation - the family.
Family Agent
- Imitation and role modelling, children observe and replicate family members, role models tend to be same sex. E.g. supporting same sports team and watching that sport.
- Positive and negative sanctions, positive sanctions reward conformity whereas negative sanctions punish non conformity. E.g. sweets when quiet, sent to room if rowdy.
- Different expectations, differences in culture lead to different aspirations, behaviour and activities.
E.g. expecting them to read lots and do homework leads to a good work ethic.
Secondary Socialisation
The stage of socialisation and transmitting culture that lasts lifelong.
Peer Agent
- Early friendship, small children are responsive to other children and form friendships around age 3 or 4, the norms of the friendship group may slightly differ to the families they come from.
- Peer pressure, young peer groups feel supportive of each other and so they gain a sense of independence from families, modify behaviour to fit in because they’re scared of social rejection.
Education Agent
- Formal curriculum, delivers knowledge of culture, ‘facts’ given to children who won’t query it.
- Informal curriculum, beliefs taught unintentionally, values and beliefs implicit in rules, uniform, books etc.
Religion Agent
- Parental faith, parents show aspects of belief in ceremonies, religious practice and clothing, influence children’s belief.
- Collective conscience, shared set of beliefs norms and values, religion has the principles to make society stable and ordered.
Media Agent
- Media saturation, our beliefs come from media, constantly surrounded by it e.g. violence (postmodernist).
- Hypodermic syringe model, media acts as a drug injected into the mind, children are more vulnerable as they can’t distinguish between media ands real life (Marxist).
- Copycat behaviour and imitation, children model actions shown by role models.
Work Agent
- McDonaldisation, workers are trained to not show initiative, e.g. standardised uniforms, responses and behaviour.
- Canteen culture, workers learn practices of other employees, e.g. how to get through a day of work with tips and tricks.
Deviance
Breaking cultural norms and values. A failure to conform to social norms.
E.g. lying.
Formal Control
Institutions in society force people to conform e.g. the police force.
Informal Control
People are taught what is correct in their culture through socialisation and are less likely to challenge them e.g. the family.
Formal Sanctions
Sanctions imposed by institutions onto other institutions or individuals e.g. the police fining you for speeding.
Informal Sanctions
Sanctions imposed by individuals or groups upon others e.g. being shamed for missing school by family.
Social Control - Peter Berger
- Physical violence, e.g. being tased.
- Economic pressure, e.g. being sacked if you strike.
- Social acceptance, e.g. wearing a certain outfit to fit in.
- Socialisation, e.g. being on time for work.
Identity
Our sense of who we are, relationships with others and place in the social world. Learned through socialisation.
Personal/Primary Identity
Sense of self, perception of who we are.
Social/Secondary Identity
Based on group membership.
Gender Identity
Persons inner experience of who they are in terms of gender.
Gender ideals relate to stereotypes about behaviour of each gender.
Gender Role Socialisation
- Manipulation, encouraging behaviour of that gender norm and discouraging behaviour of the other gender norm. E.g. “boys don’t cry”, “unladylike”.
- Canalisation, channeling into gender appropriate toys. E.g. monster trucks for boys and barbie dolls for girls.
- Verbal appellations, names or affirmations that are gender bases. E.g. angel or monster.
- Different activities, sending children to gender appropriate activities. E.g. football for boys and ballet for girls.
Class Identity
Divisions in society based on economic and social status. Affects life expectancy, health, education.
Upper Class
- Private schools
- Conservative
- Social closure, only marry other elite
Middle Class
- Either private or public schools
- Homeowners
- Non manual jobs
Working Class
- Close knit
- Labour Party
- Manual workers
Under Class
- Welfare dependant
- Unemployed
- Social housing
Ethnicity Identity
Social identity based on cultural background, shared lifestyle and shared experiences. Affects healthcare (black women 4x more likely to die in childbirth), racism, stereotypes.
Nationality Identity
Legal relationship between a state and its citizens. Symbolised by legal rights, passport, marriage, voting.
Extreme Nationalism
Used to segregate, leads to extreme behaviour and conflict.
Civic Nationalism
A way of feeling pride for your country.
