Module_3[1].pptx

Amity Institute of Behavioural & Allied Sciences
Module III
Socialization
AIBAS, Amity University
Gwalior, MP
1

Concepts:
• Meaning and Nature of Socialization
• Social Interaction
• Interaction of Socialization Process
• Contribution to Society and Nation
2

Meaning and Nature of Socialization
Socialisation is a process by which individuals acquire
knowledge, skills and dispositions, which enable them to
participate as effective members of groups and society. It
is a process that continues over the entire life-span, and
through which one learns and develops ways of effective
functioning at any stage of development. Socialisation
forms the basis of social and cultural transmission from
one generation to the next. Its failure in any society may
endanger the very existence of the society.

The concept of socialisation suggests that all human
beings are capable of a far greater repertoire of
behaviours than they ever exhibit. We begin life in a
particular social context and there we learn to make
certain responses and not others. The most clear
example is our linguistic behaviour. Although, we can
speak any language that exists in this world, we learn to
speak only that language which people around us speak.
Within this social context, we also learn many other
things (e.g., when to express emotions and when to
suppress them).
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The probability of our behaving in a particular ways is
greatly affected by people who relate to us. Anyone
who possesses power relative to us can socialise us.
Such people are called ‘socialisation agents’. These
agents include parents, teachers and other elders, who
are more knowledgeable in the ways of their society.
Under certain conditions, however, even our age peers
can affect socialisation.
5

The process of socialisation is not always a smooth
transition between the individual and the socialisation
agent. It sometimes involves conflicts. In such
situations not only are some responses punished, but
some are also blocked by the behaviour of others in
effective ways. At the same time, several responses
need to be rewarded so that they acquire greater
strength. Thus, reward and punishment serve as basic
means for achieving the goals of socialisation. In this
sense, all socialisation seems to involve efforts by
others to control behaviour.
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Socialization Agents
A number of people who relate to us possess power to
socialise us. Such people are called “socialisation agents”.
Parents and family members are the most significant
socialisation agents. Legal responsibility of child care, too,
lies with parents. Their task is to nurture children in such a
manner that their natural potentials are maximised and
negative behaviour tendencies are minimised or controlled.
Since each child is also part of a larger community or
society, several other influences (e.g., teachers, peer
groups) also operate on her/his life. We will briefly discuss
some of these influences.
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Socialization Agents - Parents
Parents have most direct and significant impact on
children’s development. Children respond in different ways
to parents in different situations. Parents encourage certain
behaviours by rewarding them verbally (e.g., praising) or in
other tangible ways (e.g., buying chocolates or objects of
child’s desire). They also discourage certain behaviours
through non-approving behaviours. They also arrange to put
children in a variety of situations that provide them with a
variety of positive experiences, learning opportunities, and
challenges. While interacting with children parents adopt
different strategies, which are generally known as parenting
styles..
8

Socialization Agents – Parents
A distinction is made between authoritative,
authoritarian and democratic or permissive parenting
styles. Studies indicate that parents vary enormously in
the treatment of children in terms of their degree of
acceptance and degree of control. The conditions of life
in which parents live (poverty, illness, job stress, nature
of family) also influence the styles they adopt in
socialising children. Grandparental proximity and
network of social relationships play considerable role in
child socialisation directly or through parental
influences
9

Socialization Agents - Parents
A distinction is made between authoritative,
authoritarian and democratic or permissive parenting
styles. Studies indicate that parents vary enormously in
the treatment of children in terms of their degree of
acceptance and degree of control. The conditions of life
in which parents live (poverty, illness, job stress, nature
of family) also influence the styles they adopt in
socialising children. Grandparental proximity and
network of social relationships play considerable role in
child socialisation directly or through parental
influences
10

Socialization Agents - School
School is another important socialising agent. Since
children spend a long time in schools, which provide
them with a fairly organised set up for interaction with
teachers and peers, school is today being viewed as a
more important agent of child socialisation than parents
and family. Children learn not only cognitive skills (e.g.,
reading, writing, doing mathematics) but also many
social skills (e.g., ways of behaving with elders and age
mates, accepting roles, fulfilling responsibilities). They
also learn and internalise the norms and rules of
society.
11

Socialization Agents - School
Several other positive qualities, such as self-initiative,
self-control, responsibility, and creativity are
encouraged in schools. These qualities make children
more self reliant. If the transaction has been successful,
the skills and knowledge children acquire in schools
either through curriculum or interaction with teachers
and peers also get transferred to other domains of their
life. Many researchers believe that a good school can
altogether transform a child’s personality. That is why
we find that even poor parents want to send their
children to good schools.
12

Socialization Agents – Peer Groups
One of the chief characteristics of the middle childhood stage
is the extension of social network beyond home. Friendship
acquires great significance in this respect. It provides children
not only with a good opportunity to be in company of others,
but also for organising various activities (e.g., play) collectively
with the members of their own age. Qualities like sharing,
trust, mutual understanding, role acceptance and fulfilment
develop in interaction with peers. Children also learn to assert
their own point of view and accept and adapt to those of
others. Development of self-identity is greatly facilitated by
the peer group. Since communication of children with peer
group is direct, process of socialisation is generally smooth.
13

Socialization Agents – Media Influences
In recent years media has also acquired the property of a
socialisation agent. Through television, newspapers, books
and cinema the external world has made/is making its way
into our home and our lives. While children learn about many
things from these sources, adolescents and young adults
often derive their models from them, particularly from
television and cinema. The exposure to violence on
television is a major issue of discussion, since studies
indicate that observing violence on television enhances
aggressive behaviour among children. There is a need to
use this agent of socialisation in a better way in order to
prevent children from developing undesirable behaviours.
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Types of Socialization
Although socialisation occurs during childhood and
adolescence, it also continues in middle and adult age.
Orville F. Brim (Jr) described socialisation as a life-long
process. He maintains that socialisation of adults differ from
childhood socialisation. In this context it can be said that
there are various types of socialisation.
 Primary Socialization
 Secondary Socialization
 Adult Socialization
 Anticipatory Socialization
 Re-Socialization
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Primary Socialization
• Primary socialisation refers to socialisation of the infant in
the primary or earliest years of his life. It is a process by
which the infant learns language and cognitive skills,
internalises norms and values. The infant learns the ways of
a given grouping and is moulded into an effective social
participant of that group.
• The norms of society become part of the personality of the
individual. The child does not have a sense of wrong and
right. By direct and indirect observation and experience, he
gradually learns the norms relating to wrong and right
things. The primary socialisation takes place in the family.
16

Secondary Socialization
• The process can be seen at work outside the immediate
family, in the ‘peer group’. The growing child learns
very important lessons in social conduct from his peers.
He also learns lessons in the school. Hence,
socialisation continues beyond and outside the family
environment. Secondary socialisation generally refers to
the social training received by the child in institutional
or formal settings and continues throughout the rest of
his life.
17

Adult Socialization
In the adult socialisation, actors enter roles (for
example, becoming an employee, a husband or wife) for
which primary and secondary socialisation may not have
prepared them fully. Adult socialisation teaches people
to take on new duties. The aim of adult socialisation is
to bring change in the views of the individual. Adult
socialisation is more likely to change overt behaviour,
whereas child socialisation moulds basic values.
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Anticipatory - Socialization
Anticipatory socialisation refers to a process by which men
learn the culture of a group with the anticipation of joining that
group. As a person learns the proper beliefs, values and norms
of a status or group to which he aspires, he is learning how to
act in his new role.

Re - Socialization
Re-Socialisation refers to the process of discarding
former behaviour patterns and accepting new ones
as part of a transition in one’s life. Such re-
socialisation takes place mostly when a social role is
radically changed. It involves abandonment of one
way of life for another which is not only different
from the former but incompatible with it. For
example, when a criminal is rehabilitated, he has to
change his role radically.
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Social Interaction
Social interaction has been defined as a dynamic changing sequence
of social actions between individuals (or groups) who modify their
actions and reactions according to the actions by their interaction
partner(s). We continuously shape the ways in which we interact with
each other. We do this as individuals. On a bigger/wider level, both
communities and societies consistently reshape the way they interact
with each other. Social interaction happens in different ways.
Sometimes the interaction is planned while other times it happens
accidentally. At times we choose how long and with whom we will
interact while at other times we do not have the freedom of choice.
We interact with each other based on the certain factors. These
factors influence and affect how we interact sometimes even without
our knowledge.
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Social Interaction
FACTORS THAT INFLUENCE SOCIAL INTERACTION
• Power dynamics
• Social structure
• Group dynamics
• Social status
• Social roles
• Institutions
.
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CONTRIBUTION TO SOCIETY AND NATION
It’s no news that we have problems in our country that
need to be fixed. We crib and complain about them, blame
the government and the system, and finish off saying the
situation is unfixable. How about we stop playing the blame
game and try to do a little bit at our end to bring about a
change? After all, it starts with you. Here are 9 simple
things you can do to help bring a change in our country.
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CONTRIBUTION TO SOCIETY AND NATION
Here are 9 simple things you can do to help bring a change in
our country.
1.Stop littering around
2. Be environment friendly
3. Help support a child’s education
4. Stop participating in corruption
5. Be better neighbours
6. Pledge to donate your organs
7. Donate blood
8. Get out and vote
9. Help those in need
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