Secondary Socialisation

• The Sutton Trust


  72% of MP's attended university, 43% top universities, 27% Oxbridge. Top 5000 people are 5x more likely to be privately educated

  
• Bowles and Gintis


  hidden curriculum teaches the values of ruling class such as being passive, conformist, and accepting of hierarchy. The idea that students can be successful is they are hard working is a 'giant myth making machine

  
• Hey


  Analysed notes between teenage girls and found they excluded or insulted peers if they didn't conform , showing how peers control each other using informal sanctions. Cliques formed with girls with the same social class and norms. The MC girls dressed casually whilst the WC girls called each other slags and dressed provocatively

  
• Poole


  Showed that peer groups with multicultural friends are more likely to reject Islamophobic newspaper reports and peer groups with no Muslim friends are more likely to believe links made between Islam and terrorism. This shows how peer influence is more influential than media influence

  
• Smith et al


  Shows that peer influence is not always positive. 20% of 100 children had experienced cyber bullying. Girls experienced it more than boys

  
• Turkle


  Argues that the increasing time we spend of social media has a negative impact of our identity and relationships. Calls our failure to communicate properly in real life 'alone together'.

  
• Walter


  Argues there is a new sexism where women are judged for physical appearance as a result of media and its emphasis on pornography, cosmetic surgery, and sexualising young girls. Hypersexual culture is emerging where women are portrayed as sexual objects rather than people with intelligence, desires, and needs

  
• Hakin


  Argues that both men and women should use their sexual capital to get on in life. Women now have sexual freedom and are choosing to engage in hyper sexual culture

  
• Sewell


  hyper masculinity in African-Caribbean youth as a result of rap stars. Responsible for underachievement and high levels of exclusion in this group. Compensating for lack of father figure.

  
• Burchill


  the hijab is a symbol of patriarchy and oppression- a mobile prison. Shows how religion influences socialisation

  
• Watson


  Head-covering is a symbol of freedom as it liberates them from the male-gaze. Research shows most women wear the covering because they choose to.

  
• Ghuman


  found that British Asian parents tend to have slightly different values to most white parents. Children in the study were taught to value respect for elders, humility, and loyalty to the family more highly than the average white British child might, showing the influence of religion on norms and values

  
• Modood


  Second generation children from ethnic minority backgrounds are moving away from traditional norms and values of their culture, which shows Ghuman's research cannot be generalised to all British Asians

  
• Bruce


  Religion is sometimes used as a cultural defence to help people deal with life crisis's. Old people use religion to hold onto the past in the new modern world
• Gannon


  Older women are discriminated in terms of age and gender. Status is reduced after the menopause, reflecting societies tendency to see women in terms of their sexuality and child bearing usefulness.
• Waddington


  Canteen culture (informal culture of police officers) helps to socialise the police officers and deal with their stressful jobs. They tell work stories to help cope with tricky situations and get practical advice. Boosts self esteem by giving them a heroic identity& reinforces their sense of mission. Found that low level racism, homophobia and sexism were used. Shows re-socialisation is not always good
• Skeggs


  Studied WC women retraining to be health care workers. they changed the way they dressed and did their makeup.

  Shows re-socialisation can help us change our norms to fit a new environment
• Johal


  • Second/Third generation British Asians are referred to as 'Brasian' which generalises the diversity of Asia but accepts being British
  • Dual identity - adopt a 'white mask' to interact with peers, but emphasise their cultural difference when necessary
  • Carefully negotiated their associations with religion, some upheld it as a form of 'empowerment through difference'
  • Pressure to integrate and assimilate