socialisation

• nature vs nurture

  nature - genetics, nurture = upbringing.

  It is hard to prove how much of your behaviour is innate/biological and how much is learned.

  • Margaret Mead – gender differences were learned through culture rather than being innate. E.g. Tchambuli tribe reversed gender roles from western expectations
• primary socialisation

  • early stages of life
  • intimate prolonged contact with family
  • children learn through imitation. They see their parents as role models and learn what is (un)acceptable through trial and error.
  • Parents apply sanctions to behaviour as a form of social control.
  • Parsons – the family serves 2 essential functions: primary socialisation of children (teaching basic social norms and values) and stabilisation of adult personalities (providing emotional support).
• peer groups

  • individuals learn about acceptable behaviour due to the desire to fit in (conformity)
  • peer groups consist of heirarchies and can be a source of rebellion (if they are deviant)
  • Becker - peer groups can label individuals as conformists or deviants
  • Lees – Teenage girls face a double standard where they are labelled negatively regardless of their sexual behaviour: “slags” if they are sexually active, or “drags” if they are not. Peer groups reinforce these norms through gossip and social exclusion.
• education

  • formal curriculum: based on the language and culture of society and reflects its values
  • informal curriculum (hidden curriculum): norms and values you learn outside of lesson. e.g. detentions & achievements
  • Bowles & Gintis - education system is a giant myth making machine which brainwashed children through the hidden curriculum into the obedience and unquestioning attitude that they need in the world of work.
  • Becker - teachers labelling students negatively leads to a self fulfilling prophecy
• media

  • argued to be the most important agent of secondary socialisation.
  • media represents different social groups which influences our views. e.g women are stereotyped in the media.
  • Mulvey - male gaze operates through cameras perspective, gaze of male characters in the film & gaze of spectators. this reinforces patriarchy in society
  • Bandura - violence in the media may encourage violence in society.
• religion

  • uk society is becoming more secular - 2021 UK consensus: 37% no religion
  • UK norms, values, laws and morals are all based on christianity. e.g divorce, homosexuality, abortion.
  • Modood - 67% of Pakistanis and Bangladeshis saw religion as very important, compared to 5% of white british people
  • Individuals brought up muslim, hindu or Sikh may feel that religion is a very important influence on their norms
• workplace

  • key agent of socialisation for adults (resocialisation - Goffman)
  • formal socialisation - dress code, behaviour, etc. This is enforced by formal sanctions, such as warnings/being fired, or positive sanctions: pay rises/promotions
  • informal socialisation - making clear what is acceptable. e.g someone sucking up to the boss - people give them the silent treatment
  • waddington - 'canteen culture' describes the norms and values that people who work in an organisation are socialised to accept. Certain language or behaviour become the norm.
• social control - formal

  • police, courts, criminal justice system
  • education - legal requirements (attendance/behaviour codes)
  • workplace - official disciplinary procedures and codes of conduct
  • sanctions: warnings, court sentences, dismissal from work, exclusions from school.
  • formal social control is explicit and obvious - people are aware it is happening.
• social control - informal

  • controls our behaviour more subtly, e.g. peer groups, education, religion, workplace, media.
  • sanctions: social exclusion, dissapointment from parents, celebrities being critisiced in the media
  • informal social control is less obvious but just as powerful, if not more, in influencing our behaviour as formal control.