3. SOCIALIZATION
WHAT IS SOCIALISATION?
IS A LIFETIME PROCESS BY WHICH
AN INDIVIDUAL INHERIT AND
LEARN THE HABIT, CULTURAL
VALUE, SOCIAL NORMS AND
SKILLS THAT ARE REQUIRED
TOWARDS BECOMING SOCIAL FIT
6. NATURE (Biological
Inheritance);The agents of
socialization classified under
nurture factors are:
Family (parents and siblings, as
well as the immediate and
extended relatives)
Ethnic background/ Nationality
NURTURE(Social
Environment);The agents of
socialization classified under
nurture factors are:
Schools,
Peer group
Media/technology
Social groups; clubs etc.
Religion
7. PERCEPTIONS OF FACTORS OF SOCIALISATION
NATURE(HEREDITARY)
• FAMILY;
• AS A MIRROR*** MIRROR−I PERCEIVE
FAMILY AS A FACET OF PERSONALITY
STRUCTURE. A REFLECTION OF HUMAN
IDENTITY.
• AS A LADDER*** LADDER−I CONCEIVE
FAMILY AS A SERIES OF STEPS BETWEEN
TWO UPRIGHT LENGTH (STAGES OF
INDIVIDUAL DEVELOPMENT) OF WHO AN
INDIVIDUAL IS AND WHO YOU WANT TO
BE
NURTURE(ENVIRONMENT)
• SCHOOL (HIGHER EDUCATION);
• AS A HUB*** HUB IS AN ORGANISATIONAL
SYSTEM THROUGH WHICH MAJOR
INSTITUTIONAL SECTORS INTERSECT,
• SIEVE*** A SIEVE FOR STRATIFICATION AND
DIFFERENTIATION OF POPULATION IN THE
SOCIETY
• INCUBATOR***AN INCUBATOR THAT CHANGES
INDIVIDUAL RELATIONSHIPAND NETWORKS AND
• TEMPLE***A TEMPLE FOR THE SACRALISATION
OF KNOWLEDGE AND SECURE INQUIRY
STEVEN ET AL., 2008
Family vs School, which plays a vital role to human socialisation?
.
8. WHAT I PERCIEVE FAMILY LIKE AS AN AGENT OF SOCIALISATION
Family as
a Mirror
Family
as a
lather
FAMILY
The parents and siblings, Immediate
and extended relatives:
Father (grand father, step father)
Mother(grand mother and or step
mother)
Sisters (step sister)
Brothers (step brother)
Uncles (paternal and maternal)
Aunties (paternal and maternal)
Nephews
Nieces
In-laws
Cousins (1st, 2nd etc.)
9. Family as a Mirror; a
reflection of
individual identity.
Immediate and extended relatives
The parents and siblings
Family
as a
Ladder
Son-Father
Reflection
10. Family as a Mirror; a
reflection of
individual identity.
Immediate and extended relatives
The parents and siblings
Family as a social
Ladder; series of steps
to inherited social
mobility
12. Those aforementioned agents of socialisation have great impact on the learning and developmental goals that are based on
educational achievements. For example; the knowledge, skills, attitudes, and values that learners need, for them to be
successful at work, and community are mostly obtained from homes and schools. What an individual know, understand,
and are able to do, in order to be an educated person, also to meet the demands that the future would place such as, the
demands of complexity, diversity, and globally interdependency.
Students'
Involvement
Students’
Features
School
resources
Educational
Outcome
Educational Outcome
13. • School quality
• Effective teaching
• Safe Learning Environment
• Social placement
• Social integration
• Social mobility
• Academic achievement
• Curious to learn
• Diligent in learning
• Community and parents
involvement
• Academic Assessment
• Teaching method
Students'
Involvement
Students’
Features
School
resources
Educational
Outcome
14. Educational
Outcome
Horizontal Social mobility:
Transition to a new position
without the change in status.
Indicating a change within the
range of the same position or
status.
Vertical social mobility:
Individual transition from one
social economic status to
another. Change in class,
occupations or power positions.
Social Mobility
• Social placement
• Social integration
• Allude to two type of social mobility
EDUCATIONAL OUTCOME AS A PROCESS OF SOCIALISATION
15. EVIDENCE OF NATURE AND NURTURE IN EDUCATION.
In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an
outcome of biological inheritance (nature) and the social environment (nurture)
Students learn better when Instructional practices are outdoors (environment), and nature-based
(biological inheritance). Outdoor experiences (extra-curricular activities) increases students' social and
academic achievement and contribute to the development of critical thinking and problem-solving skills.
Open air and nature-based instruction in the outdoors has been shown to reduce poor behavior and
increase academic achievement (Peterson, 2011)
16. EVIDENCE OF NATURE AND NURTURE IN EDUCATION.
In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an outcome of
biological inheritance (nature) and the social environment (nurture)
Students learn better when Instructional practices are outdoors (environment), and nature-based (biological
inheritance). Outdoor experiences (extra-curricular activities) increases students' social and academic achievement
and contribute to the development of critical thinking and problem-solving skills. Open air and nature-based
instruction in the outdoors has been shown to reduce poor behavior and increase academic achievement (Peterson,
2011)
Children raised in isolation: Demonstrate importance of social interaction in socialization process (Dodge, 2004)
17. EVIDENCE OF NATURE AND NURTURE IN EDUCATION.
In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an outcome of
biological inheritance (nature) and the social environment (nurture)
Students learn better when Instructional practices are outdoors (environment), and nature-based (biological
inheritance). Outdoor experiences (extra-curricular activities) increases students' social and academic achievement
and contribute to the development of critical thinking and problem-solving skills. Open air and nature-based
instruction in the outdoors has been shown to reduce poor behavior and increase academic achievement (Peterson,
2011)
Children raised in isolation: Demonstrate importance of social interaction in socialization process (Dodge, 2004)
Infants in orphanage and infants in prison nursery: Demonstrates importance of social contact in development of
human infants (Dodge, 2004)
18. EVIDENCE OF NATURE AND NURTURE IN EDUCATION.
In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an outcome of
biological inheritance (nature) and the social environment (nurture)
Students learn better when Instructional practices are outdoors (environment), and nature-based (biological
inheritance). Outdoor experiences (extra-curricular activities) increases students' social and academic achievement
and contribute to the development of critical thinking and problem-solving skills. Open air and nature-based
instruction in the outdoors has been shown to reduce poor behavior and increase academic achievement (Peterson,
2011)
Children raised in isolation: Demonstrate importance of social interaction in socialization process (Dodge, 2004)
Infants in orphanage and infants in prison nursery: Demonstrates importance of social contact in development of
human infants (Dodge, 2004)
Socialization is essential to physical wellbeing, social competence of infants, and self discovery (French, 2003)
19. REFERENCES
Dodge, K. A. (2004). The nature-nurture debate and public policy. Merrill –
Palmer Quarterly, 50(4), 418-427. Retrieved from
http://myaccess.library.utoronto.ca/login?url=http://search.proquest.c
om/docview/230094063?accountid=14771
French, F. (2003). Revisiting Nature Vs. Nurture: Implications for the Teaching/Learning Process. Education
Canada, 43(2), 20-23
Peterson, K. M. (2011). Nature, nurture, knowledge: The promise of experiential learning for students with
special needs (Order No. 3495792). Available from ProQuest Education Journals.
(924460410). Retrieved from http://myaccess.library.utoronto.ca/login?url=http://search.proqu
est.com/docview/924460410?accountid=14771
Stevens, M., L., Armstrong, E., A., & Arum, R. (2008): Sieve, Incubator, Temple, Hub: Empirical and
Theoretical Advances in the Sociology of Higher Education. Annual Review of Sociology, Vol.
34: 127-151- DOI: 10.1146/annurev.soc.34.040507.134737
THANKYOU
