socialization and education in sociology

1. SOCIALIZATION
AND
EDUCATION
C H A P T E R

3. INTRODUCTION OF SOCIALIZATION
AND EDUCATION
Socialization is a transmission process which formal and informal knowledge or skill is
transmitted in either different or same generation.
Socialization is a process where a person learns about role, status and value
that should have in a society.
Socialization is a constant learning. the children will learn more based on their
own interactions with other people.
Socialization can change individual behavior so that it can be adapted into
current society.
Education institution is a social structure whose role is to transmit knowledge and skills.
Schooling is a process of teaching and learning in a formal way that takes place in a
classroom.

4. Observing cognitive development
CONCEPT OF SOCIALIZATION
Socialism theories focus to a new things such as :
Obtaining moral and personal identity
through family relationship, emphasizing
moral category and value.
Obtaining self concept
and social identity
Development of social skills
is a vital role in the interaction successfully
in linguistics communication
Bernstein
George Herbert
Mead
Piaget
Durkheim

5. According to Lacey (1997), each theory has a different explanation style
about socialization. Conflict perspective said that conflict between groups and
inside groups will create many situations indirectly.
Musgrave (1972) often discusses about socialization in structural
perspective and interpersonal. According to what he calls as a frame of
socialization’s theory:
through social structure through interpersonal stage
through consensus
features and values
that are agreeable
whenever there is a
conflict, force is needed
to ensure proper
behavior is achievable

6. It is the process which
people learn attitudes,
values and actions
appropriate to
individuals as members
of a particular culture.
It refers to process of
learning on what is
appropriate behaviour as a
member of a smaller group
within the larger society.
It is the process of
learning behaviour in a
social institution or
developing social skills
It refers to the mental
rehearsals, concrete
plans, and subtle
changes in values and
perceptions that a
significant change in
social roles about to
occur.
It refers to the process of
discarding former behaviour
patterns and accepting new
ones as part of a transition in
one’s life. This occurs
throughout the human life.
(Schaefer & Lamn, 1992)
Secondary
Socialization
TYPES OF
SOCIALIZATION

7. AGENTS OF SOCIALIZATION
Religion

8. Family Determines one attitude towards religion & career,
introduces intimate relationship & group living, provides social
status. As a fundamental values & learning about relationships.
School Socializing young people in particular skills and values
in society. Official function (teach children technical & intellectual
skills), “hidden curriculum” (impersonal, bureaucratic organization)
Peer Group Among peers, children experience egalitarian
relationships, make friends of their own choosing and learn
about adult’s socialization

9. Mass Media It is a crucial agent; the most influential is
TV. New research shows that TV also invites interaction and
exploration of cultural boundaries
Workplace Develops shared cultures, after work
socialization, rules and order
Religion It remains a vital force for humans
everywhere

10. SIGNIFICANCE OF
SOCIALIZATION IN EDUCATION

11. To study how
education can be used
to help individuals
and society
To strengthen
educator’s concept
and skill dealing with
students
Student’s perception
towards future and
social mobility
For educators to have the
skills of interpreting
research outcomes,
research statistic and data
To give a clear
picture to all
parties
To tolerate in interaction
For educators to have a
balance of knowledge
about human beings
For educators to
understand other
cultures
To study similarities
and differences in
education

12. What is School Culture?
Gary Philips (1993)
“The beliefs, attitudes and behaviors that characterize a school in term
of how people treat and feel about each other, the extent to which
people feel included and appreciated, rituals and traditions reflecting
collaboration and collegiality”.
Robbins and Alvy (1995)
“This inner reality reflects what organizational members care about,
what they are willing to spend time doing, what and how they celebrate,
and what they talk about”.
Deal & Peterson (1993)
“An inner reality”

13. School Culture
People in a healthy
organization must
have agreement on
how do things and
what is worth doing.
Culture includes a
composite of the values,
rituals and beliefs shared
and demonstrated by
participants within the
organization.
Culture influences
everything that
happens in a school.
School culture is NOT
about religion, race,
socio-economic status
or the size of the
school.

14. School Culture
Wagner (2000):
“Shared experience both in
school and out of school
(traditions and celebrations),
a sense of community, of
family and team”.
Staff stability & common goals
permeate the school. Time is
set aside for school-wide
recognition of all school
stakeholders.
Common agreement on
curricular and
instructional components
as well as order &
discipline are established
through consensus.
Open & honest communication
is encouraged & there is
abundance of humor and trust.
Tangible support from
leadership at the school &
district levels is also present.

15. Three principal activities will raise standardized test
scores, make them more accountable.
HOWEVER, often shortfall to attain expected results: overworked, student
achievement, staff satisfaction, parent engagement, community support.
The culture of learning community is toxic no matter what “improvement
initiative” is implemented
Making
decision
about the
curriculum
Making
decision
about
instructional
methodology
Placing
considerable
time and
attention on
test taking skill
What should
be taught? How it should
taught?
Test- taking
skill

16. When there is no “one size fits all” culture for classrooms, schools, or school districts,
there are 3 markers to identify and measure as well as strengthen the culture.
Professional Collaboration
Affiliation and Collegiality
Self-Determination & Efficacy
Significance of School Culture

17. Collegiality
Experimentation
High Expectation
Trust & Confidence
Tangible Support
Reaching Out to the Knowledge Base
Norms of School Culture

18. Norms of School Culture
Appreciation & Recognition
Caring, Celebration & Humor
Involvement in Decision Making
Traditions
Honest, Open Communication

19. 1. Collegiality
They have similar
challenges & needs, &
different talents and
knowledge
They can learn from
each other, evaluate &
develop curriculum &
plan special projects
together
They develop
cooperative learning
and thinking skills
2. Experimentation
Teaching is an intellectually
exciting activity. Teachers
are encouraged to
experiment with new
ideas and techniques to
improve schools and
teachers.
They can drop experiments
that do not work and be
rewarded for having tried.
They always look for
more effective ways of
teaching

20. 3. High Expectation
Accountable for high
performance through regular
evaluations
They are specifically
expected to practice
collegiality & to experiment
with new ideas. They are
rewarded & this continued
professional development is
highly valued.
While teachers often feel
under pressure to excel,
they thrive on being part of
a dynamic organization
4. Trust and Confidence
Administrators and
parents trust teachers’
professional judgement
and commitment to
improvement

21. 5. Tangible Support
When teachers need help to
improve their instruction,
people extend themselves to
these teachers with both time
& resources.
People believe the professional
knowledge & skills of teachers
are so important to good
schooling – developing human
resources.
6. Reaching Out to the
Knowledge
There are generic knowledge
bases about teaching skills and
how students learn, teaching
methods in a particular area,
about young people’s cognitive
and affective development,
about each of academic
discipline.
2 features – curious nature, the
reality & usefulness of these
knowledge bases.

22. 7. Appreciation &
Recognition
Good teaching is honored in
any school and community.
Teacher recognition as a
regular feature of school
committee meetings, PTA
luncheons, short notes etc.
8. Caring, Celebration & Humor
Teacher’s day, share some good
humors, less formal ways, and
make as one of the prominent
school culture.
9. Traditions
There are events coming up that
students & teachers alike see as
refreshing or challenging

23. 10. Involvement in Decision
Making
Teachers are included in certain
meaningful decision-making
processes in a school, especially
when they directly affect the
teachers or their students. That
does not mean they are
consulted on all policies or
decisions, but there are
mechanism open for them to
raise issue
11. Honest, Open
Communication
Teachers take responsibility for
sending own messages. They
can speak to their colleagues and
administrators directly and
tactfully without fear of fear
losing their esteem or damaging
their relationship

24.  The school culture plays an important role in
establishing a good society as it is a part of the society
itself.
 Teachers shape the culture of their students & schools.
 There are many intoxicating elements that may pollute
the good school culture.
 The community should involve in shaping the culture
with deep thoughts.
CONCLUSION