Socialisation, Culture and Identity Flashcards
Types of culture: popular
-mass culture:majority
-product of the mass media undertaking shallow activities (pop music,reality tv,social media)
-seem as inferior
-ruling classes use pop culture to encourage masses to passively and uncritically accept the status quo
-strinati suggest popular culture has saturated society.
Types of culture:consumer
-people buy designer or goods to construct an identity and gain status
-shopping is a leisure activity
-SM used to share consumption habits
-credit card debt seen as normal
-Young argues we live in a bulimic society constant pressure to consume
Types of culture: High
-Refers to products and practices that are intellectually and aesthetically superior
-opera,ballet,horses,hunting
-elite upper class society
-Bordieu argued high culture occupies the superior position because capitalist class can use its economic and political power to impose.
Types of culture: Global
-shared and followed around the world
-led to world becoming interconnected socially (travel, media, internet) economically (stock markets, multinational corporations) and politically (EU,USA)
-Global village (McLuhan)
-global is actually just western and American culture.
Primary socialisation: family, functionalist perspective
-PARSONS believes females are the expressive leader who’s responsible for nurturing and socialisation
-parents and grandparents transmit dominant cultural values and norms that children learn
-family is a PERSONALITY FACTORY parents produce children with identities and social qualities that fit social expectations.
Primary socialisation: family, New Right perspective
-argue that socialisation in society is becoming less effective as in the increase of divorce rates and absence of fathers.
-suggests that the existence of social problems e.g child abuse or drugs is evidence that some families damage children.
Primary socialisation: family, Marxist perspective
-ZARETSKY believes the function of socialisation is to in-still capitalist values such as obedience for authority
-makes it so people can be exploited and grow up accepting inequality and hierarchy
Primary socialisation: family, feminist perspective
-OAKLY believes parents are role models so encourage kids to imitate behaviour like work ethic and gender roles.
-They channel (canalisation) and manipulate their children into toys considered the norm for their gender.
Primary socialisation: family, postmodernist perspective
-SEIDLER believes girls from Asian backround adopt double identities and rejecting activities they are channeled towards outside their houses.
Primary socialisation: family, interactionist perspective
-Parents learn from children two way process
-socialisation is experienced differently because of the influence of social class ethnicity etc.
Secondary socialisation: formal curriculum
DURKHEIM
-refers to academic subjects taught in schools
-tested through exams, rewarded with qualifications
-Durkheim value the formal curriculum as it links the individual to the past creating pride in our nation
-promotes achievement, competition
Secondary socialisation: hidden curriculum (Bowels & Gintis and Althusser)
-ways in which routines and organisations of schools classrooms and teaching, shape pupils attitudes behaviour to produce conformity.
-teaches unrealistic norms and values to create social order.
-Marxists believe it’s an ideological function that benefits ruling class creates social order e.g respect for authority.
-furthermore makes working class pupils blame themselves for their failure and accept their place.
Secondary socialisation: Ethnocentric curriculum sewell
-concept of cultural comfort zones
-leads to minority ethnic groups feeling rejected by educational system.
-schools focus on Christian holidays, uniform not allowing cultural variations.
Secondary socialisation: subject choices (Francis & Willis)
FRANCIS
-Schools reinforce gender stereotypes in subject choices
-girls to expressive subjects boys to instrumental
WILLIS
-boys who are academically successful are often victimised.
-anti subcultures are made with distrustful behaviour acquiring status.
-LEES also researched pressure put on teenage girls by their peers slag used to control sexual behaviour.
Secondary socialisation: workplace (Waddington)
-used the term canteen culture exist when describing a set of norms and values people will be socialised to accept.
-exist in police force involving racist jokes and banter contributes to police stereotyping.
-suzeman observes that work holds society together
-shapes our dignity self worth and identity.
Secondary socialisation: religion (modood and Berthoud)
-found that 67% of Pakistanis and Bangladeshis saw religion as very important compared to 5% of way
-church attendance may be declining and secularisation.
Secondary socialisation: media, virtual babysitter
POSTMAN
-virtual babysitter which children consume more media than previous generations, become digital natives.
-socialised into gender norms from e.g cartoons peppa pig
Secondary socialisation: media, anti social behaviour
-exposure of violet images on the tv, films, computer games which children copy.
-tv blurs the distinction between childhood and adulthood because children are exposed to info about sex money violence and death.
Secondary socialisation: media, stereotypes
-stereotype ethnic minorities negatively.
-young black ethnic minorities as aggressive and a threat to society.
-institutionally racist policing.
Secondary socialisation: media, consumer culture
YOUNG
-individuals buy products based on celeb endorsements or association with a particular lifestyle.
-bulimic society
-culture of envy encourages those from deprived backgrounds to obtain material goods.
Social control: government
FORMAL
-laws which govern and regulate behaviour
-introduce laws that must be followed e.g equality act unlawful to discriminate.
Social control: police and criminal justice system
FORMAL
-police enforce laws
-majority consent because it protects them
-police stop people ask questions arrest
-court choose punishments
Social control: military
FORMAL
-act as a formal agent of social control acting as a policing power in times of emergency and war
Social control: education
INFORMAL AND FORMAL
-schools can not operate in an orderly way unless pupils abide by rules linked to behaviour and uniform.
-formal negative sanctions like detentions, suspension and permanent exclusions.
-praise good grades merit badges school prizes.
Secondary socialisation: workplace
FORMAL AND INFORMAL
-source of formal control have formal rules that employees must follow such as punctuality and dress code if not followed can be dismissed and fined.
-can be informal as impressive performances in the workplace may be rewarded.
Secondary socialisation: peers
INFORMAL
-plays a role in teaching kids norms, values and expectations of a society.
-express pride love and reward
-impose sanctions grounding, no technology.
Secondary socialisation: Peers
INFORMAL
-more important as we get older
-during teen years interaction with peers allows us to experiment with the norms and values of mainstream culture.
-peer group pressure is a key factor in influencing the norms and values of young people.
Secondary socialisation: media
INFORMAL
-report deviance
-outrage is expressed about crimes committed which reinforces the expected norms of society.
-inform us about what happens to individuals and groups who break accepted norms and laws likely to be punished
-criticise weight whilst lol praising individuals for their bravery and or charity work
Secondary socialisation: religion
INFORMAL
-some have strong influence
-people use the eternal reward for heaven and hell to keep their followers in line
-religious beliefs such a Ten Commandments encourage people to conform socially.
Nature: genetics
-behaviour determined by genetic make up premeditated and innate. Also coincides in how we inherit some social behaviour traits and characteristics from our parents intelligence, personality etc
-sociobiologists believe female and males have biologically determined predisposition die to hormonal differences
-men more sexual whereas women maternal and loyal
Nature: experiments
Bruce’s penis was destroyed during circumcision, grew up a girl but hated girly stiff more boyish tried to take his life and found out the truth became David
Nature: twin studies
-Twins share some traits even when separated share same traits
-twins Oscar and Jack. Oscar bought up on Germany catholic faith jack grew up in Caribbean, Jewish faith. Had same liked and dislikes and same mannerisms.
Nurture: Genie Wiley
-trapped, isolated, neglected, abused.
-strapped to a potty at 13 years old fed food on occasion.
-Genie was a blank slate or learning, challenging interested parties to determine whether nurture or nature determined learning.
Nurture: Mead studying tribes
Arapesh tribe- both males and females were gentle and cooperative in contrast
Mundugmor tribe- were violent and aggressive
Chambri- males and females different to each other roles were opposite to those expected in the us and uk women dominant and aggressive and not involved in child bearing but men are timid and emotionally dependent and spent their time decorating themselves.
Disability: medical model
Shakespeare
-Disability needs to be cured
-focuses on what they can’t do
-creates master status (goffman) where all people see is disability
-leads to victim blaming mentality where disabled Individuals blame themselves for being excluded.
Disability: social model
Shakespeare
-focus on society as helping disabled people to overcome their impairment specifically reducing barriers and improving individuals attitudes
-focuses on the rights to socially include within society.
Disability: media representations
Barnes
-media represents negative way
-seen as in need of something, as victims, as monsters, as super cripples overcoming difficulties
-forms negative stereotypes leads to prejudice about ability
-87% people feel judged
Disability: learned helplessness
Zola
-socialised as inferior
-vocab from discriminatory able bodied society: de-formed, dis-eased, dis-ordered
-D people internalise the idea and leads to self fulfilling prophecy.
