socialisation

• Primary socialisation


  Begins at birth , remains with individuals during the early years of life , generally until children start school.The family are the main agent.
• Secondary socialisation

  Starts when children begin to be more independent,usually at beginning of full-time education.
• Family

  Teaches basic norms and values of everyday life learnt through imitation and role models.use of positive+negative sanctions.Gender roles taught.
• Education

  learn and adapt to new set of rules,regulations + cultural expectations such as hierarchy and social order.
• Education

  Taught formal+informal curriculum.use of positive and negative sanctions and subject knowledge impacts how they see society.
• Media

  Through its representation of different social groups, influences attitudes and behaviours.plays role in creating consumer culture
• Religion

  Encourages individuals to follow particular moral codes,promotes certain values.Most have authority figure who acts as role model to followers.Can affect males+females differently(dress codes ect.)
• Peer Group

  encourage each other to conform to shared norms and values,can exert pressure on individuals to imitate or reject group behaviour.Usually a significant figure with higher status who acts as role model.
• Workplace

  Learns rules,regulations and norms of workplace in process of re socialisation.Sometimes given training programmes.Unwritten rules learnt through observations or informal discussion with colleagues.Sometimes dress codes give sense of identity
• Formal social control

  Institutions such as school,university,large workplaces and religious institutions.Includes written rules or codes that individuals must follow , when people deviate they can expect sanctions to be used.
• Informal social control

  No written rules instead have expectations of controlling behaviour using positive and negative sanctions
• Socialisation

  Learning the rules of social life and norms and values or the group or society that we live in
• Parsons

  Family is the primary socialisation of young gender roles and stabilisation of adult personalities
• Althusser

  Education contains a hidden curriculum preparing children for the norms and values of the workplace
• Francis and Skelton

  Investigates peer group and gender socialisation through use of language and double standards
• Feral children

  Not brought up by humans. E.g. 2 infant girls who got lost in jungle in India in 1918. Had been living like wolves in cave like den. Like animals, naked and ran in stopped crouch. Afraid of humans didn't display any human qualities. Didn't use tools, how to make shelter, laugh, sing or show affection/curiosity. Used no language/gestures. Age/drank like dogs.
• Biological

  Born with natural, unchangeable differences. Born inherently different. Eg males and females
• Social


  Influences of social factors that society creates
• Socialisation


  Involves process of nurturing; ways individuals taught and learn rules and regulations of social life and norms and values of group or society. Parents, teachers, friends, colleagues etc all involved in process and play a part in transmitting culture from one generation to the next.
• Primary socialisation


  Begins at birth and remains during early years of life. About 4 or 5 when children start full time school, is viewed as time when parents play most crucial role. Family is most significant agent. However changes in childcare in recent years means nurseries/childminders could be considered primary agents of socialisation too. Media play increasingly important role here too, TV channels such as CBeebies and CITV aimed at Pre and school age children.
• Secondary socialisation


  When children more independent, usually full time education. Spend longer periods of time away from primary carers. Other social influences become significant, friends and teachers in particular. Involves agents such as education, peer group, religion, media and workplace. Socialisation process becomes multidimensional.
• Family


  Nuclear family presented as ideal family type. 2004 70% were. However, 1 in 4 dependant children in single parent families. And 10% reconstituted families.
• Family impacts


  Parents balance of work and family. Concept of shift parenting when both in paid employment and share responsibilities for children. Rarely spend quality time together as focus on work and childcare. Also number, age and gender of siblings. Life expectancy increases - parents more likely to care for own parents into old age for longer period than in the past.
• Family


  Teaches basic norms and values. Process of imitation - children copy behaviour of learn social roles by looking at role models in family.
• Family


  Use of positive and negative sanctions, such as praising child for good behaviour (stickers). An negative sanctions to discourage inappropriate behaviour like withholding computer time
• Family


  Gender roles - see father going to work every day and being wage earner, and Mum at home taking care of house, is likely to impact view on gender roles. Doesn't mean will copy this, but may influence decisions in later life
• Family


  Depends of different factors. Structural issues such as family size, geographical location and class and ethnicity can play a significant part.
• Education


  At full time school begin to interact/socialise with wider number and types of individuals. Have to learn to adapt to new rules, regulations and cultural expectations. During 11 years compulsory schooling and constantly reminded of hierarchy and importance of social order.
• Education


  Different school types. Most children attend state funded schools. Although a growing number aren't private schools - paid for by families. There are religious, single sex, grammar and specialist status schools. The type of school attended greatly influences experience of schooling because expectations, norms, values differ. However 2 crucial processes influence any school: formal and informal curriculums
• Formal curriculum


  Comprises the subjects taught. During compulsory schooling is decided by government in National Curriculum. No one argues against Foundation subjects of numeracy, literature and science however some question type of literacy taught of lack of practical work in science. Some question why modern foreign languages aren't compulsory and why many history topics focus on British history. Described as ethnocentric which teaches British values and culture as dominant over others
• Informal curriculum


  Hidden curriculum- teaches everyday rules and regulations of school life. Plays crucial role in socialisation as it transmission of norms and values crucial to survival in classroom setting. Importance of punctuality, how to queue, places to gather and break and places to avoid are all learnt. Learnt by talking to each other, stories from older children/siblings, watching/imitating others. Differs hugely on type of school attended but can't be escaped.
• Education


  Sometimes formal and informal overlap. Most will have school uniform policy. However it is from informal learning that they learn how much they can deviate from uniform policy. If not enforced then children see is not compulsory.
• Education


  Subject knowledge impacts what children learn of culture of their society - if all good scientists were male then impacts gender issues. Content of lessons influences socialisation.
• Education


  School rules - teachers act as role models and also use positive and negative sanctions: rewarding/praising or reprimanding/punishing. Teaching assistants and staff important in setting standards and expectations of behaviour from pupils.
• Peer group


  People of similar age who may also be friends. Most influential during formative years, between 5 and 18, during process of growing up and becoming an adult. Important because spend lots of time at school together.
• Peer group


  Francis and Skelton -essential to understanding playtime in primary schools. Dominated by issues of space. Boys use vast amounts for football, excluding girls and non sporty boys. Girls exclude boys from activities such as skipping.
• Peer group


  Can form around issues of rebellion or resistance. For some wanting to be individualistic is part of transitional process of growing up. Peer groups offer expression of individuality difficult to find elsewhere.
• Peer group


  Encourage each other to conform to shared norms and values; means peers can exert pressure on individuals to imitate or to reject group behaviour. Group membership and belonging are important and powerful sources in influencing people to conform to fit in.
• Peer group


  Within peer groups usually significant figures, individuals with higher status who are role models.
• Sewell


  Cultural comfort zones - how peer groups tend to include people from similar social backgrounds (ethnic, class, gender) form around issues of perceived commonality and what members share in common