International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
This article examines how a superintendent can effectively respond to and shape school culture. It uses the example of John Stanford, the late superintendent of Seattle Public Schools. When he took over, morale was low but he was able to turn the district around by becoming a role model, effective communicator, and empowering teachers and community involvement. He established a clear vision and strategic plan, set high expectations, and created a positive learning environment to improve student achievement.
This study investigated elementary school teachers' perceptions of gender differences in shy girls and boys in the classroom. The researchers interviewed 12 teachers (10 female, 2 male) about their views and experiences with shy students. Most teachers felt that shyness affected boys and girls equally. However, some teachers believed shyness may be particularly problematic for boys since it is less socially acceptable for them. The study aimed to understand teachers' perspectives on gender roles and how they may impact shy children's social and academic development in school.
Social Responsibility Peer Review DST-finalKitty Crosby
This document discusses social responsibility in secondary education based on an observation of students at a high school in northern Virginia. A survey assessed students' civic awareness, connection to their community, and belief in their ability to create change (civic efficacy). The observation found that students had some civic awareness and desire to connect to their community, but low belief in their own civic efficacy. The document argues for incorporating social responsibility directly into secondary school curriculums based on research showing this approach in higher education leads to students who apply social responsibility concepts in their work.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...Sharon M. Kolb, PhD
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
This document discusses the challenges faced by urban teachers and ways to better support them. It notes that urban students often face difficulties like poverty, mobility, and lack of family support that affect their academic performance. This in turn places greater demands on urban teachers who must address these social and cultural challenges while improving student learning. The document explores how teacher preparation programs and school-community partnerships can help urban teachers utilize community resources to create a more supportive learning environment for their students.
This document summarizes a research study that examined the influence of different parenting styles (authoritarian, authoritative, and permissive) on the social interaction of senior secondary school students in Imo State, Nigeria. The study utilized a questionnaire to collect data from 1,517 students. The results indicated that most parents adopted an authoritative parenting style and that parenting style had a significant influence on students' social interaction. Authoritative parenting was found to enable positive social skills and behaviors while authoritarian and permissive parenting were linked to poorer social outcomes and behaviors. The document recommends authoritative parenting to enhance students' social interaction.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
MGT_The Importance of Acknowledging Cultural Orientation to Guide Pedagogical...Mellisa28
This document discusses the importance of acknowledging cultural influences on learning preferences and pedagogical practices. It notes that culture goes beyond attributes like race, birthplace, or socioeconomic status, and includes beliefs, customs, and behaviors. The challenges of defining culture and interpreting behaviors across diverse populations are also examined. The document concludes that understanding cultural variations is essential for effective instruction and including all students' learning preferences.
This article examines how a superintendent can effectively respond to and shape school culture. It uses the example of John Stanford, the late superintendent of Seattle Public Schools. When he took over, morale was low but he was able to turn the district around by becoming a role model, effective communicator, and empowering teachers and community involvement. He established a clear vision and strategic plan, set high expectations, and created a positive learning environment to improve student achievement.
This study investigated elementary school teachers' perceptions of gender differences in shy girls and boys in the classroom. The researchers interviewed 12 teachers (10 female, 2 male) about their views and experiences with shy students. Most teachers felt that shyness affected boys and girls equally. However, some teachers believed shyness may be particularly problematic for boys since it is less socially acceptable for them. The study aimed to understand teachers' perspectives on gender roles and how they may impact shy children's social and academic development in school.
Social Responsibility Peer Review DST-finalKitty Crosby
This document discusses social responsibility in secondary education based on an observation of students at a high school in northern Virginia. A survey assessed students' civic awareness, connection to their community, and belief in their ability to create change (civic efficacy). The observation found that students had some civic awareness and desire to connect to their community, but low belief in their own civic efficacy. The document argues for incorporating social responsibility directly into secondary school curriculums based on research showing this approach in higher education leads to students who apply social responsibility concepts in their work.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...Sharon M. Kolb, PhD
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
This document discusses the challenges faced by urban teachers and ways to better support them. It notes that urban students often face difficulties like poverty, mobility, and lack of family support that affect their academic performance. This in turn places greater demands on urban teachers who must address these social and cultural challenges while improving student learning. The document explores how teacher preparation programs and school-community partnerships can help urban teachers utilize community resources to create a more supportive learning environment for their students.
This document summarizes a research study that examined the influence of different parenting styles (authoritarian, authoritative, and permissive) on the social interaction of senior secondary school students in Imo State, Nigeria. The study utilized a questionnaire to collect data from 1,517 students. The results indicated that most parents adopted an authoritative parenting style and that parenting style had a significant influence on students' social interaction. Authoritative parenting was found to enable positive social skills and behaviors while authoritarian and permissive parenting were linked to poorer social outcomes and behaviors. The document recommends authoritative parenting to enhance students' social interaction.
This document summarizes a research study that investigated pro-social behavior across different age groups and genders in Pakistan. The study found no significant differences in pro-social behavior between younger and older participants or between males and females. The document suggests that widespread social, economic, and political ambiguities in recent decades have increased stress and insecurity in society, reducing individuals' willingness to engage in pro-social acts. It recommends community interventions, strengthening family relationships, and cultural changes to promote pro-social values in order to increase helping behavior.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses multiculturalism and diversity in education. It defines key concepts like multiculturalism, defines traditional approaches to incorporating multiculturalism in the curriculum, and discusses the importance of multiculturalism. It also provides examples of how to create a multicultural environment in the classroom, including using diverse representations in materials and lessons, and addressing different learning styles. The overall message is that multiculturalism should be an integral part of the classroom and curriculum.
This document provides an overview of Anthony M. Pellegrino's academic and professional background. It summarizes his educational qualifications including a Ph.D. from Florida State University and positions held as an Assistant Professor at George Mason University and Valdosta State University. It also lists the courses he has taught at various institutions and publications including books, peer-reviewed articles, and presentations.
This document discusses the effects of social stratification in education based on economic status, race, ethnicity, and gender. It notes that a student's economic status, whether poor or rich, can determine their ability to access higher education. It also explains how racism in schools can take the form of prejudice, discrimination, and policies that ignore or do not support diversity. Ethnic minorities may also be underrepresented in positions of power and subject to majority policies. Finally, it states that gender is a prevalent social characteristic used to make distinctions between individuals, and that on a global scale men have higher literacy rates while women are more prevalent in higher education in some countries.
The document discusses the functionalist and conflict theory views of education. According to functionalism, education serves the manifest functions of socializing children, transmitting culture, and developing skills, as well as latent functions like childcare and postponing job hunting. Conflict theory views education as preserving social class distinctions and social control. The document also examines issues in American education like unequal access, English language learners, high school dropouts, and standardized testing.
Geert Driessen (2002) SEE School composition and achievement in primary educa...Driessen Research
This document summarizes a study that examines the effects of socio-ethnic school composition on language and math achievement among Dutch primary school students. The study uses large-scale data from over 14,000 4th grade and 12,000 8th grade students across 583 primary schools. It analyzes the relationships between student achievement, individual characteristics like ethnicity and parental education, and school-level factors like socio-economic composition and ethnic diversity. The results are intended to clarify inconsistent prior research on how school demographic characteristics influence educational outcomes.
Multicultural education aims to create equal educational opportunities for all students and transform schools and society. It recognizes that culture and diversity must be incorporated into all aspects of education, from curriculum to teaching methods to school culture. Culturally responsive teaching communicates that all students are valued by recognizing diversity, building on students' cultural backgrounds, and accommodating different learning styles. Subcultures exist within societies and schools based on various shared characteristics, and can challenge or seek to change dominant cultural norms.
Sociology of education is the study of education through a sociological lens. It examines how social institutions and society shape educational systems and experiences. Sociology of education is important for both sociologists and educators as it provides insights into social issues in education and helps improve educational policy, curriculum, and teacher-student relationships. It studies factors like social class, gender, ethnicity, culture and how they influence individual experiences and outcomes in education. Understanding sociology of education helps educators create a more equitable and just educational environment for all students.
20NNHS -SHS Understanding Culture, Society & PoliticsSham Lumba
This document is a school activity from a senior high school in the Philippines that discusses cultural variations and social differences related to gender. The activity asks students to reflect on their hobbies, whether they have hobbies typically associated with the opposite sex, and how people may react. It then provides context on gender roles in pre-colonial and colonial Philippines, noting that gender roles became more restrictive during colonial rule but Philippine society has since become more open to people engaging in activities based on their capabilities rather than gender.
19NNHS -SHS Understanding Culture, Society & PoliticsSham Lumba
1) The document is a school activity asking students to survey their friends about their dream jobs and note whether those jobs tend to be associated with men or women.
2) It provides background information on gender, defining it as social and cultural traits related to males and females, and gender roles as behaviors expected based on sex.
3) It discusses that in pre-colonial Philippines, males and females enjoyed equal rights and shared social functions, but gender roles changed under colonial rule to restrict women and give men more social roles, and have since become more open in the present.
This document explores how gender inequalities are portrayed in media and education, and the effects on students. It discusses how gender is a social construct that influences stereotypes. Media plays a role in shaping and reinforcing gender norms. Gender stereotypes have historically limited educational opportunities by emphasizing different futures for boys and girls. More recent research shows that gender stereotypes shaped by media are internalized by young children. While progress has been made, gender stereotypes persist in curricula and continue to influence students' opportunities and choices.
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model takes a holistic, whole-child approach integrating cognitive and affective learning. It aims to develop students' self-confidence, vision, discipline, empathy, and ability to work with others. The model involves training teachers to nurture students' cognitive and emotional development and integrate these areas. It also emphasizes the role of parents and community in supporting students' growth. The goal is for students to overcome challenges and achieve positive academic and life outcomes.
John Dewey was a prominent philosopher who founded the educational philosophy of progressivism. In his essay "Education and Social Change", Dewey addresses how schools participate in social change. He argues that schools both reflect and guide social change as society is constantly changing. Dewey believes schools should use scientific teaching methods to prepare students to accept and positively influence social change. However, others argue that schools merely reinforce the existing social order or that remaining neutral is best. Dewey counters that democracy should frame education, as schools can develop students who understand and support democratic values and participation, thus guiding social progress.
This document discusses sociological theories related to education, including consensus theory and conflict theory. Consensus theory sees shared values as fundamental to society and focuses on social order through agreement, while conflict theory emphasizes social groups competing for power and dominance. The document also covers socio-cultural theory and multicultural education, which aims to create equal opportunities across different cultures through approaches like incorporating various cultural contributions and perspectives into the curriculum.
1. The document discusses the relationship between education and social change. It states that education can initiate social change by changing people's attitudes and outlooks, and bringing about changes in social relationships and institutions.
2. Education plays a role in cultural transmission by imparting social skills, values, and knowledge from one generation to the next. However, social change can also impact education by creating demands for more or different types of education.
3. The document analyzes theories of social change like functionalism, evolutionism, and conflict theory. It also examines factors that can drive social change, such as technological advances or social movements. Education both responds to social change by adapting but also helps enable change by shaping minds.
A study of social development of children at elementary levelAlexander Decker
This study examined the social development of children at the elementary school level in Lahore, Pakistan. A questionnaire was administered to 100 students, 25 teachers, and 25 parents to assess children's social development. The questionnaire covered domains like relationships with family and peers, participation in social activities, and social skills. The results found that children generally have positive relationships with their family members and participate in social activities. The study recommended that teachers motivate students, recognize each child's abilities, and that parents value their children's opinions to support social development.
the paper looks at what socialization is, how the school acts as an agent of socialization and the importance of a teacher in the process of socialization.
SOC100 v7TitleABC123 vXPage 2 of 2Socialization and Social.docxpbilly1
SOC/100 v7
Title
ABC/123 vX
Page 2 of 2Socialization and Social Structure Worksheet MoesesShort-Answer
Respond to the following in 50 to 75 words each, unless otherwise specified.
1. In 25 to 50 words each, describe the following perspectives of development of the self:
a. Cooley’s Looking Glass Self: Charles Horton Cooley reiterates that the self-growth of an individual originates from the various interpersonal interactions in the society and the perceptions people have towards the person. This is the building block of personality. There should be a citation here.
b. Mead’s Role Taking: There are three main stages of self-development. The first stage is the preparatory stage. In this stage, children learn through copying behaviors from those around them (Kraimer, Bolino, & Mead, 2016). The second stage is the play phase. It comprises of children ignoring rules and regulations Are the children old enough to understand rules and regulations? while learning to tackle different issues in their surroundings. The learning is always undertaken via games. The last stage is the game phase. Children understand that there are consequences to everything they learn about in their environment.
c. Piaget’s Development of Reasoning: Piaget’s theory also occurs in phases where deductive reasoning is important for the survival of a person in the human environment. A person should have a comprehension of abstract ideas and use the environment for personal benefits (Bandura, 2014). Moses, as this was read, the reader is at a loss. When does deductive reasoning enter into the equation for a human being?
2. What role does socialization take in personality, morality, emotions, and gender? How do different agents of socialization contribute? The various agents agents of socialization are: family, school, peers, people with whom one works, religion, etc. What we are looking for is what or who serves as an agent (living, active) of socialization? Can you see the difference? comprise of norms, values, and morals. Socialization shapes thinking among individuals, a factor that serves as a building block to the development of personality. Socialization introduces a person to norms and values which in turn shape morality. Also, connections between different people in the community create a specific perception about the environment and in turn lead to the development of emotions. Socialization also ensures people understand the difference between different genders and their role.
3. In 20 to 25 words each, describe how socialization occurs in each of the following developmental periods:
a. Childhood (birth to age 12): Children are mainly socialized by the parents and siblings around them. Their immediate environment is full of symbols which allow them to learn about themselves and those that matter in relation to their growth.
b. Adolescence (ages 13-17): Children already understand their environment but pick some behavioral traits by observing and interac.
Adolescents’ Sense of Community and Involvement in Playground Activities: Pan...Agboola Paul
This current study fills the gap by examining the adolescents’ sense of community through a quantitative survey via appraisal of the quality of community playground, emotional connection, and effects of their participation in playground activities on ameliorating the delinquents’ behavior and social vices
This document summarizes a research study that investigated pro-social behavior across different age groups and genders in Pakistan. The study found no significant differences in pro-social behavior between younger and older participants or between males and females. The document suggests that widespread social, economic, and political ambiguities in recent decades have increased stress and insecurity in society, reducing individuals' willingness to engage in pro-social acts. It recommends community interventions, strengthening family relationships, and cultural changes to promote pro-social values in order to increase helping behavior.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses multiculturalism and diversity in education. It defines key concepts like multiculturalism, defines traditional approaches to incorporating multiculturalism in the curriculum, and discusses the importance of multiculturalism. It also provides examples of how to create a multicultural environment in the classroom, including using diverse representations in materials and lessons, and addressing different learning styles. The overall message is that multiculturalism should be an integral part of the classroom and curriculum.
This document provides an overview of Anthony M. Pellegrino's academic and professional background. It summarizes his educational qualifications including a Ph.D. from Florida State University and positions held as an Assistant Professor at George Mason University and Valdosta State University. It also lists the courses he has taught at various institutions and publications including books, peer-reviewed articles, and presentations.
This document discusses the effects of social stratification in education based on economic status, race, ethnicity, and gender. It notes that a student's economic status, whether poor or rich, can determine their ability to access higher education. It also explains how racism in schools can take the form of prejudice, discrimination, and policies that ignore or do not support diversity. Ethnic minorities may also be underrepresented in positions of power and subject to majority policies. Finally, it states that gender is a prevalent social characteristic used to make distinctions between individuals, and that on a global scale men have higher literacy rates while women are more prevalent in higher education in some countries.
The document discusses the functionalist and conflict theory views of education. According to functionalism, education serves the manifest functions of socializing children, transmitting culture, and developing skills, as well as latent functions like childcare and postponing job hunting. Conflict theory views education as preserving social class distinctions and social control. The document also examines issues in American education like unequal access, English language learners, high school dropouts, and standardized testing.
Geert Driessen (2002) SEE School composition and achievement in primary educa...Driessen Research
This document summarizes a study that examines the effects of socio-ethnic school composition on language and math achievement among Dutch primary school students. The study uses large-scale data from over 14,000 4th grade and 12,000 8th grade students across 583 primary schools. It analyzes the relationships between student achievement, individual characteristics like ethnicity and parental education, and school-level factors like socio-economic composition and ethnic diversity. The results are intended to clarify inconsistent prior research on how school demographic characteristics influence educational outcomes.
Multicultural education aims to create equal educational opportunities for all students and transform schools and society. It recognizes that culture and diversity must be incorporated into all aspects of education, from curriculum to teaching methods to school culture. Culturally responsive teaching communicates that all students are valued by recognizing diversity, building on students' cultural backgrounds, and accommodating different learning styles. Subcultures exist within societies and schools based on various shared characteristics, and can challenge or seek to change dominant cultural norms.
Sociology of education is the study of education through a sociological lens. It examines how social institutions and society shape educational systems and experiences. Sociology of education is important for both sociologists and educators as it provides insights into social issues in education and helps improve educational policy, curriculum, and teacher-student relationships. It studies factors like social class, gender, ethnicity, culture and how they influence individual experiences and outcomes in education. Understanding sociology of education helps educators create a more equitable and just educational environment for all students.
20NNHS -SHS Understanding Culture, Society & PoliticsSham Lumba
This document is a school activity from a senior high school in the Philippines that discusses cultural variations and social differences related to gender. The activity asks students to reflect on their hobbies, whether they have hobbies typically associated with the opposite sex, and how people may react. It then provides context on gender roles in pre-colonial and colonial Philippines, noting that gender roles became more restrictive during colonial rule but Philippine society has since become more open to people engaging in activities based on their capabilities rather than gender.
19NNHS -SHS Understanding Culture, Society & PoliticsSham Lumba
1) The document is a school activity asking students to survey their friends about their dream jobs and note whether those jobs tend to be associated with men or women.
2) It provides background information on gender, defining it as social and cultural traits related to males and females, and gender roles as behaviors expected based on sex.
3) It discusses that in pre-colonial Philippines, males and females enjoyed equal rights and shared social functions, but gender roles changed under colonial rule to restrict women and give men more social roles, and have since become more open in the present.
This document explores how gender inequalities are portrayed in media and education, and the effects on students. It discusses how gender is a social construct that influences stereotypes. Media plays a role in shaping and reinforcing gender norms. Gender stereotypes have historically limited educational opportunities by emphasizing different futures for boys and girls. More recent research shows that gender stereotypes shaped by media are internalized by young children. While progress has been made, gender stereotypes persist in curricula and continue to influence students' opportunities and choices.
This document presents a holistic educational model aimed at helping disadvantaged students overcome environmental factors hindering their success and achieving the goals of No Child Left Behind. The model takes a holistic, whole-child approach integrating cognitive and affective learning. It aims to develop students' self-confidence, vision, discipline, empathy, and ability to work with others. The model involves training teachers to nurture students' cognitive and emotional development and integrate these areas. It also emphasizes the role of parents and community in supporting students' growth. The goal is for students to overcome challenges and achieve positive academic and life outcomes.
John Dewey was a prominent philosopher who founded the educational philosophy of progressivism. In his essay "Education and Social Change", Dewey addresses how schools participate in social change. He argues that schools both reflect and guide social change as society is constantly changing. Dewey believes schools should use scientific teaching methods to prepare students to accept and positively influence social change. However, others argue that schools merely reinforce the existing social order or that remaining neutral is best. Dewey counters that democracy should frame education, as schools can develop students who understand and support democratic values and participation, thus guiding social progress.
This document discusses sociological theories related to education, including consensus theory and conflict theory. Consensus theory sees shared values as fundamental to society and focuses on social order through agreement, while conflict theory emphasizes social groups competing for power and dominance. The document also covers socio-cultural theory and multicultural education, which aims to create equal opportunities across different cultures through approaches like incorporating various cultural contributions and perspectives into the curriculum.
1. The document discusses the relationship between education and social change. It states that education can initiate social change by changing people's attitudes and outlooks, and bringing about changes in social relationships and institutions.
2. Education plays a role in cultural transmission by imparting social skills, values, and knowledge from one generation to the next. However, social change can also impact education by creating demands for more or different types of education.
3. The document analyzes theories of social change like functionalism, evolutionism, and conflict theory. It also examines factors that can drive social change, such as technological advances or social movements. Education both responds to social change by adapting but also helps enable change by shaping minds.
A study of social development of children at elementary levelAlexander Decker
This study examined the social development of children at the elementary school level in Lahore, Pakistan. A questionnaire was administered to 100 students, 25 teachers, and 25 parents to assess children's social development. The questionnaire covered domains like relationships with family and peers, participation in social activities, and social skills. The results found that children generally have positive relationships with their family members and participate in social activities. The study recommended that teachers motivate students, recognize each child's abilities, and that parents value their children's opinions to support social development.
the paper looks at what socialization is, how the school acts as an agent of socialization and the importance of a teacher in the process of socialization.
SOC100 v7TitleABC123 vXPage 2 of 2Socialization and Social.docxpbilly1
SOC/100 v7
Title
ABC/123 vX
Page 2 of 2Socialization and Social Structure Worksheet MoesesShort-Answer
Respond to the following in 50 to 75 words each, unless otherwise specified.
1. In 25 to 50 words each, describe the following perspectives of development of the self:
a. Cooley’s Looking Glass Self: Charles Horton Cooley reiterates that the self-growth of an individual originates from the various interpersonal interactions in the society and the perceptions people have towards the person. This is the building block of personality. There should be a citation here.
b. Mead’s Role Taking: There are three main stages of self-development. The first stage is the preparatory stage. In this stage, children learn through copying behaviors from those around them (Kraimer, Bolino, & Mead, 2016). The second stage is the play phase. It comprises of children ignoring rules and regulations Are the children old enough to understand rules and regulations? while learning to tackle different issues in their surroundings. The learning is always undertaken via games. The last stage is the game phase. Children understand that there are consequences to everything they learn about in their environment.
c. Piaget’s Development of Reasoning: Piaget’s theory also occurs in phases where deductive reasoning is important for the survival of a person in the human environment. A person should have a comprehension of abstract ideas and use the environment for personal benefits (Bandura, 2014). Moses, as this was read, the reader is at a loss. When does deductive reasoning enter into the equation for a human being?
2. What role does socialization take in personality, morality, emotions, and gender? How do different agents of socialization contribute? The various agents agents of socialization are: family, school, peers, people with whom one works, religion, etc. What we are looking for is what or who serves as an agent (living, active) of socialization? Can you see the difference? comprise of norms, values, and morals. Socialization shapes thinking among individuals, a factor that serves as a building block to the development of personality. Socialization introduces a person to norms and values which in turn shape morality. Also, connections between different people in the community create a specific perception about the environment and in turn lead to the development of emotions. Socialization also ensures people understand the difference between different genders and their role.
3. In 20 to 25 words each, describe how socialization occurs in each of the following developmental periods:
a. Childhood (birth to age 12): Children are mainly socialized by the parents and siblings around them. Their immediate environment is full of symbols which allow them to learn about themselves and those that matter in relation to their growth.
b. Adolescence (ages 13-17): Children already understand their environment but pick some behavioral traits by observing and interac.
Adolescents’ Sense of Community and Involvement in Playground Activities: Pan...Agboola Paul
This current study fills the gap by examining the adolescents’ sense of community through a quantitative survey via appraisal of the quality of community playground, emotional connection, and effects of their participation in playground activities on ameliorating the delinquents’ behavior and social vices
A study on social maturity, school adjustment and academic achievement among ...Alexander Decker
This study examined the relationship between social maturity, school adjustment, and academic achievement among 347 girls attending a private residential school in North India. Measures of social maturity and school adjustment were administered and students' end-of-year academic scores were obtained. Results showed a significant positive correlation between social maturity and school adjustment. Significant differences were also found in social maturity and school adjustment between groups with low, average, and high academic achievement. Specifically, students with lower achievement had poorer social maturity and adjustment than those with higher achievement. The findings suggest that greater social maturity is related to better adjustment at school, which may positively impact academic performance.
JEIBI VOLUME 4 – NUMBER 3
532
Social skills interventions for preschoolers with Autism Spectrum
Disorder: A description of single-
subject design studies
Jennifer M. Gillis, Ph.D., BCBA1 & Robert C. Butler, B.S.
Abstract
Social skill development is one of the primary areas of intervention for young children with Autism
Spectrum Disorders (ASD). The purpose of this article was to conduct a retrospective review of social
skills intervention research for preschool children with ASD. A review of 17 single-subject design studies
from twelve journals (1999-2006) was conducted. We assessed information concerning the features of
social skills interventions, the elements of single subject designs utilized across studies, and the overall
success of interventions for social behaviors. A comparison with a review conducted by Vaughn et al.
(2003) revealed some important common elements of interventions such as reinforcement, modeling and
prompting, providing converging evidence from group design studies and single subject studies.
Keywords: Autism Spectrum Disorders, Social Skills, Intervention, Preschool
The term, Autism Spectrum Disorder (ASD), is commonly used to identify a family of disorders,
including, Autistic Disorder, Asperger’s Disorder, or Pervasive Developmental Disorder Not Otherwise
Specified, in the Diagnostic Statistical Manual–IV, Text Revision (DSM-IV TR; American Psychiatric
Association, 2000). An individual with ASD exhibits deficits in core areas including social development
and social skills, language and communication skills, and repetitive, ritualistic, stereotyped behaviors.
Across the ASD spectrum, the expression of these deficits ranges from mild to severe.
Social Skills Deficits in ASD
The primary deficit of ASD is social impairment (Romanczyk, White, & Gillis, 2005; Weiss,
2001; Weiss & Harris, 2001a). We use the term, social impairment to refer to any deficit or limitation or
delay in social awareness, social competence, and social development. We define social skills as
behaviors each person learns to facilitate awareness of his/her social environment and social
contingencies, to be able to solve social problems (i.e., demonstrate social competence), and other
behaviors that are developmentally appropriate.
Social skills deficits are common to all individuals with an ASD, are pervasive, and typically
manifest at a very young age. The DSM-IV-TR (APA, 2000) lists the impairments in social interaction as:
1) deficits in nonverbal behaviors (e.g., eye-to-eye gaze, recognition of facial expressions, use of gestures
to regulate social interaction), 2) failure to develop peer relationships appropriate to the child’s
developmental level, 3) lack of spontaneous seeking to share enjoyment and interests (e.g., failure to
show, bring, or point out objec ...
The document discusses socialization and development across the lifespan. It addresses how socialization occurs through aligning oneself to society and incorporating social norms. Key agents of socialization include families, schools, peers and media. Socialization is a lifelong process that is influenced by social structures, historical context, relationships with others, and individual agency. Childhood involves learning through play, routines and modeling adult behaviors.
Age And Gender Differences In Solutions To Hypothetical Social ProblemsJoaquin Hamad
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72 Character Education And Personal Social Guidance Counseling And Its Effect...Daphne Smith
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INDIGENOUS COOPERATIVE PLAY ON THE SOCIAL SKILLS OF PRESCHOOL PUPILS IN LAGOS...AJHSSR Journal
ABSTRACT :Social skills are very important for early childhood learners, especially in early childhood. We
found that children's social skills are at a low point because they are cut off from their cultural roots by foreign
education laws. Despite this prospect, the literature in this area is severely lacking, making this research focus of
paramount importance. This study therefore focuses on the impact of indigenous cooperative play on the social
skills of preschoolers in Lagos State. The study employs a quasi-experimental design with pre-test, post-test and
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and control groups), a self-esteem moderator variable (high and low), and two levels of cultural background
(Yoruba and non-Yoruba). increase. (tribe). A random sample is taken to select 2 municipalities out of all 20
municipalities in Lagos State. Using targeted selection, two private elementary schools for both the
experimental and control groups. The Student Social Skills Rating Scale, the Student Self-Esteem Rating Scale,
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main effect of treatment on social skills in elementary school students (F(1.24)=4.89; P<0.05; ɳ2=0.17).
Children exposed to the control group had the lowest mean score (49.74). Using culture-based strategies is more
effective than teacher-centered methods of educating children, so teachers should use indigenous cooperative
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KEYWORDS:Indigenous, cooperative play, preschool, pupils, social skills
The document discusses the key agents of socialization in Australian society, which are the family and school. The family is the primary agent of socialization as parents are the main influences on children from a young age. Schools are also important secondary agents as they help socialize children into broader social norms and behaviors from an early stage. Both agents play a role in teaching children skills, behaviors, attitudes and values that allow them to function within Australian culture.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
The document discusses several key agencies that socialize children as they grow up, including family, school, peers, teachers, and community. It describes how each plays an important role in shaping children's behaviors, values, and self-concept from a very young age. The family is cited as the primary socializing agent through early childhood, instilling core values and determining aspects of a child's identity. As children grow, peers and school become increasingly important in socializing children and exposing them to new social norms. The community also influences children's socialization through various physical, economic, social and personal factors. Overall, the document emphasizes that socialization is a lifelong process involving multiple influences on children's development.
This study aimed at finding out the effects of social life adjustment on the academic achievements of adolescents in secondary schools in the North West Region of Cameroon and also to verify if the social life adjustment and academic achievement apply equally for both male and female. Four hundred and eighty (480) students were randomly sampled from three secondary schools in major urban areas of the Region. The descriptive survey design was used for the study. A self-constructed questionnaire with the Likert scale on social life adjustment was used to gather the necessary data. Two null hypotheses were formulated and tested at the 0.05 level of significance. The data were analysed using the chi-square and Fishers’ Z scores for gender. The findings revealed that social life adjustment had significant influence on students’ academic achievements in secondary schools in the North West Region of Cameroon. It was also found that there exist no significant difference in the effects of social life adjustment on academic performance between boys and girls. Based on these findings, it was recommended amongst others that, counsellors should constantly monitor and guide adolescents properly during class periods, recess periods and extracurricular activities in order for them to achieve academically. Keywords: Social life adjustment; Adolescents; Academic achievements; Cameroon.
This study examined the effects of multicultural education on students' conceptions of social identity. Surveys were administered to students in multicultural courses and a non-multicultural comparison course to measure changes in gender, racial, socioeconomic, religious, and sexual orientation identity. The results showed that gender and socioeconomic identity increased significantly over time for all students. Sexual orientation identity increased more for students in multicultural courses compared to the non-multicultural course. Certain minority groups like Jewish, bisexual, and Asian American students experienced greater changes in specific social identities. Younger students also tended to experience greater social identity changes.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
This document discusses a study on the impact of extracurricular activities on private school students in Lucknow, India. The study surveyed 60 students ages 13-15 about their involvement in activities like yoga, horse riding, sports, dance, music, and indoor/outdoor activities. The results showed most students participated in sports (95%) and indoor/outdoor activities (88%), while fewer participated in music (73%) and dance (71%). Statistical analysis found all six types of extracurricular activities had a significant positive impact on student performance. The conclusion is that extracurricular activities provide benefits like improved behavior, school performance, social skills, and preparation for adult success.
1 Organized Activities as Developmental Contexts for C.docxkarisariddell
This document provides an overview of research on organized activities for children and adolescents. It defines organized activities as structured activities outside of school that emphasize skill-building, such as sports teams, clubs, and after-school programs. The document discusses how participation in these activities can help youth develop important skills and positively influence their education, mental health, and social development. It also outlines some of the benefits found in research, such as increased academic achievement and reduced problem behaviors. Overall, the document frames organized activities as important contexts for youth development.
Communicating Community Environment of Junior High School Students in the Fir...ijtsrd
The study investigates the community environment, particularly the learning and social communities of junior high school students in the first congressional district of Northern Samar, Philippines. The research design employed descriptive research. The sample consisted of 388 junior high school students enrolled during the Academic Year 2019 2020. The research findings revealed that while the learning community was moderately favorable, the social community was highly favorable. To sum up, the community environment was moderately favorable. It was also indicated that a communication task force should be instituted in schools. In the same manner, the schools should forge for sustainable school students community relations. Veronica A. Piczon | Leah A. De Asis | Brenfred N. Romero "Communicating Community Environment of Junior High School Students in the First Congressional District of Northern Samar, Philippines: Inputs to School-Students-Community Relations" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49272.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/49272/communicating-community-environment-of-junior-high-school-students-in-the-first-congressional-district-of-northern-samar-philippines-inputs-to-schoolstudentscommunity-relations/veronica-a-piczon
A STUDY ON THE RELATION BETWEEN THE VALUE BEHAVIOUR AND PROBLEM SOLVING SKILL...Jeff Brooks
This document summarizes a study that examined the relationship between value behavior and problem-solving skills in preschool children. The study assessed 321 preschool-aged children in Turkey across different ages, genders, and school types. It found that older children (60-72 months) and girls demonstrated better value behavior and problem-solving skills. The study discussed how early childhood is important for developing value behaviors, and how acquiring values is linked to enhancing social and problem-solving abilities later in life. Providing values education in preschool can help children build qualities like confidence and respect that support solving interpersonal issues.
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Influence of culture linked gender and age on social competence of higher secondary school adolescents
1. International Journal of Humanities and Social Science Invention
ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714
www.ijhssi.org Volume 3 Issue 10 ǁ October. 2014 ǁ PP.31-39
www.ijhssi.org 31 | P a g e
Influence of culture linked gender and age on social competence
of higher secondary school adolescents
MamataNayak
Department of Psychology,Mangalpur Women’s College,
Mangalpur, Jajpur, Odisha, India. Pin-755011.Tel: 9437605416.
ABSTRACT : The influence of different demographic variables such as gender, age and cultural settings
(urban and rural) on social competence were examined among school adolescents during the most crucial and
turning period of life. The participants in the study were 240 students randomly selected from ten higher
secondary schools of Odisha, a South–Eastern region of India. The ages of the first year and second year
students ranges from 15 to 18 years. In the study, social competent Questionnaires were used to measure social
competence of the participants. Data were analysed by using descriptive statistics, multifactorial analysis of
variance, post- hoc tests, correlational analysis and factor analysis. The results revealed that female
adolescents have scored higher social competence average than male adolescents of the same age group and
within the same cultural environment. The overall social competence average of girls (M=26.03) was found to
be higher than that of boys (M=23.26). Moreover, 26.67% of adolescent girls have high level of social
competence,while 19.17% of adolescent boys have high level of social competence. Older adolescents of second
year class were found to have scored higher mean (M=25.60) than younger adolescents(M=23.68)of first year
class in social competence test taking both urban and rural-base school adolescents into consideration.
26.67%of older adolescents have shown high level of social competence, while 19..17% of younger adolescents
have shown high level of social competence . Irrespective of gender and age, a significant difference was found
between the adolescents of urban and rural secondary schools in social competence test .Urban school
adolescents scored overall higher social competence average (M=26.65) than their rural counterparts
(M=22.64). In addition, 31.67% urban school adolescents exhibited high level of social competence, while only
14.17% of rural school adolescents exhibited high level social competence, which was accounted for the
difference in cultural values, cultural beliefs and other related facilities.
KEY WORDS: Social competence, Adolescents, Higher Secondary School, Gender, Age, Urban, Rural.
I. INTRODUCTION
In the context of comparative study on social competence of adolescents of different sex, age and
culture school is identified as an ideal place, where students get ample opportunities to develop their social skills
through participation in a variety of social activities such as cultural functions, different competitions, drama,
sports etc., and interactions with teachers and peers. The higher secondary school students aged 15-18 years pass
through a crucial period of adolescence, which is a unique time in human development. It is a transitional period
from childhood to adulthood, where children tend to get physical, emotional and social maturity (Mussen at al.,
1900) Adolescence is clearly a time during which much changes occur and thus, it is regarded as a significant
intervention point for behavioral change (O‟ Dunohue& Tolle, 2009). These changes occur in multiple
dimensional levels. Adolescents begin to adjust and adapt to remarkable physical, emotional and social changes.
Hence, adolescence is accepted as a challenging time, because during this period adolescents face with task of
dealing with biological and psychosocial changes, such as shifts in relationship with family, friends, peer group,
communities and the wider world (Coleman & Hagel, 2007;Seiffge-Knenke, 2009).Regarding the shifts in
relationship it is observed that while passing from the childhood to adolescence the peer relationship become
gradually important as compared to the parental relationship that is developed in childhood. If the previous close
parental relationship is not sufficiently compensated by the peer group relationship, the feelings of loneliness,
emptiness, boredom and unreality develop in adolescents. This may result in various social, emotional and
behavioral problems in them. Consequently, they may be involved in various unusual and antisocial activities,
such as interpersonal conflict and aggressive behavior (Dinkas, Kemp & Baum, 2009), drug addiction (Ellickson
et al., 1992; Vega & Gil, 2005)), smoking and taking alcohol (Hoffman et al., 2001; Orlando et al., 2005), early
sexual involvement (Armour &Haynie, 2007; Buhi& Goodson, 2007; Luder et al., 2011). As a result, academic
achievement and perceptions of academic competence are adversely affected (Fredricks&Eccles, 2002; Ryan &
Patrick, 2001).
2. Influence Of Culture Linked Gender And Age On Social...
www.ijhssi.org 32 | P a g e
Large number of research studies revealed various buffering and protective factors/ skills that reduce
the probability of adolescent risk behavior. From the study of Paled &Moretti (2007) it is revealed that
adolescents who frequently engage in different forms of aggressive behaviour need improvement in social
relationship.Poor social skills and emotion deregulationare found to be primary contributors of adolescent
psychological and behavioral problems (Compas, Jaser& Benson, 2009; Hughes &Gullon, 2010). Rubin &
Rose-Krasonor (1986, 1992) studied on social-cognitive and social behavioral perspectives relating to
interpersonal problem solving and Rubin, Booth-LaForceRose-Krasnor, & Mills, (1995) studied on social
relationships and social skills and explored the importance of social competence in solving various interpersonal
as well as social problems in life.Additionally, it is also reported that socially incompetent children are more
likely to be aggressive to their peers because of this loneliness (Parker &Asher, 1993), and the childhood
loneliness, however, can be mediated, in part, by learning social skills (Ditommaso, Brannen-McNulty, Ross,
Burgess, 2003). Research has shown that highly developed, socially competent individuals have social networks
and are active participants within this network (Zsolnai, 2002). In an assessment of social competence in
adolescents, Dodge and Murphy (1984) emphasised on the usefulness of social competence in the life of young
adolescents. In connection with the importance of social competence Shaffer (2005) stated that developing
social competence as a child has been highly associated with positive outcomes later on in life (i.e. in
adolescence and adult hood).Positive outcomes in life are important not just to the overall life satisfaction and
happiness of the individual, but are also important to societyas a whole. When children and adolescents fail to
develop the skills necessary to interact with others in their environment, these deficit or excessive social
behaviors can hinder academic success and thereby limiting post-secondary opportunities. Social deficits may
negatively impact the development of self-esteem, mental health, and the overall happiness as an adult member
of society. . Thus, the role of social competence is found to be very important in this context of improving
friendship and other social relationship so as to reduce the adverse effect of risky adolescent behavior.
II. SOCIAL COMPETENCE AND SUCCESS IN LIFE
Kohlberg & Mayer (1972) referred to skills-based models of social competence as “bag of virtues”,
while (Anderson &Messick, 1974) referred to these models as “Boy Scout” or “Sunday School” approaches.
However, in 1973, a panel of child development experts met to explore the construct of „Social Competence‟
with an intention to establish a clear crystalline operational definition of previously amorphous concept
(Anderson &Messick, 1974). The committee was unable to offer an explicit definition of social competence
even after a long discussion in details from Plato to Oliver Twist. Instead the panel of experts noted a dynamic
nature of Social Competence and have proposed twenty-nine diverse represents (i.e. facets) of social
competence ranging from specific skills (fine motor dexterity) to abstract concepts such as consolidation of
identity and personal maintenance (Anderson &Messick, 1974).Even when the concept of social competence
was not clearly understood, its pleasant contribution to various cultural settings, group situations and class-room
settings, especially in middle class public educational organizations had been experienced. Its effectiveness was
felt in adaptive functioning in harsh and deprived urban environments or chaotic family conditions (Ogbu,
1981).
Young children may learn to withdraw from human contact in the face of rejection or abuse (George &
Main, 1979; Egeland&Sroufe, 1981), and this may indeed be an adaptive response in terms of survival. Less
extent of withdrawal would be consistent with our criterion of social competence relating to adaptive behavior,
social skills and peer acceptance. As research developed, different definitions and measurement techniques
developed to suit these new findings. Therefore, Dodge (1985) rightly pointed out that there are nearly as many
definitions of social competence as there are researchers in the field. Likewise, Ladd (2005) outlined century-
long academic history of research and also noted its numerous conceptualizations. Most of the researchers have
suggested that social competence involves how effectively a person functions as an individual in dyadic
relationship groups (Bukowski, Rubin & Parker, 2001).Social competence has been viewed as a multifaceted
construct involving social assertion, frequency of interaction, positive self-concept, social cognitive skills,
popularity with peers and the list goes on and on (Dadge, 1985). In other words, Social competence is regarded
as a complex, multi-dimensional concept consisting of social, emotional, cognitive, behavioral and motivational
skills needed for successful social adaptations. Social competence is also defined as “an ability to achieve
personal goals in social interaction while simultaneously maintaining positive relationships with others over
time and across settings” (Rubin & Rose-Krasnor, 1992). This definition implies that both individual and social
goals are important aspects of social competence.Social Competence is defined as the ability to make use of
environmental and personal resources to achieve a desired social outcome (Hussong et al., 2005). Moreover,
Shaffer (2005) defined social skills in the same sense as the ability to communicate and interact with other
members of society without undue conflict or disharmony. Denham et al. (2006) have identified cooperation,
assertion, responsibility, empathy, and self-control as five main clusters of social skills.
3. Influence Of Culture Linked Gender And Age On Social...
www.ijhssi.org 33 | P a g e
Peer related social competencies of preadolescents have been regarded as predictors of coping ability
of adolescents and adults in adverse and stressful situation (Bangwell, Newcanb&Bukowski, 1998).The close
relation between peer optimism and social competence has also been established (Deptula et al 2006). Further,
Bullis, Walker & Sprague(2001) have explored that antisocial activities and risky behavior of children and
adolescents can be reduced by developing social competence.In fact, social competence is the real foundation
upon which the expectations for future interaction with others is built, and upon which individuals develop
perceptions of their own behavior. Often, the concept of social competence encompasses certain additional
constructs like social skills, social communication and interpersonal communication. Social competence is
characterized by the potency dimensions of social measurements. As one of the components of the social
behavior, it is acquired through social interaction and cultural interaction in different socio-cultural settings. The
success of an individual in the society depends largely upon the extent to which he/she has acquired the richness
and potency desirable for his/her self-actualisation growth and development.For a successful interpersonal
interaction a high order social competence is an essential disposition of an individual. Thus, the social
competence has been defined as the social ability and interpersonal skill of an individual in effectively meeting a
person-situation interaction or successfully dealing with an individual environmental factor. One‟s social
competence can be regarded as a direct measure of one‟s social success.
Social competence in School :The importance of learning of social competence in early secondary school to
enhance the academic outcomes and improve mental health in the later on life among adolescents and adults
have been established (Bond, Butler, Thomas, Carlin, Glover & Bowes, 2007). Hoglund and Leadbeater (2004)
have predicted the effect of social environments such as family, school and classroom on social competence and
emotional and behavioral problems. McNamara (2005) has suggested various practical methods for the
improvement of social competence of students in school.
Social competence and Demographic variables : The impact of certain demographic variables such as gender,
age and culture on social competence has also been critically reviewed in the literature.
III. IMPACT OF GENDER ON SOCIAL COMPETENCE
Most investigators who have studied individual differences in social competence have not addressed
the issue of gender, age and culture. However, a number of research scholars have explored the existence of
significant gender differences in social–cognitive functioning. For example, studies conducted with preschool
children have indicated that there may be important gender differences in the ways in which children think about
social problems and solve interpersonal conflicts (Miller, Danaher, & Forbes, 1986; Musun-Miller, 1993;
Walker, Irving, &Berthelsen, 2002). The social goals chosen by children and the strategies that children select to
achieve these goals are influenced by the information accessed from the social environment, and the skill of
accurately determining another‟s social intentions seems to be highly correlated with social competence (Dodge
& Feldman, 1990; Rubin &Krasnor, 1992). Those girls seem to be more competent overall in determining the
intentions of others and in generating effective solutions to social problems (Putallaz, Hellstern, Shep- pard,
Grimes, &Glodis, 1995). On the other hand, Charman, Ruffman, and Clements (2002) in another study reported
the existence of weak gender differences. Subsequently, Walker (2005) conducted a studyamong 111 young
children (48 boys and 63 girls) on peer-related social competence in terms of prosocial behavior, aggressive or
disruptive behavior, and shy or withdrawn behavior. Results of Walker (2005), after controlling for age,
significantly predicted more aggressive or disruptive behavior for boys and higher prosocial behavior for girls in
peer-related social competence.
Impact of age on social competence : The age has been regarded as an important factor in the field of research
in this area relating to the power of understanding of the relationship between the mental states of others and
their actions. Much of the empirical research in this area has focused on age differences in predicting the
performance.For example, classic tests of false belief have indicated that by about 4 years of age, typically
developing children are able to make inferences about the beliefs and desires of other people, to use this
information, and to interpret their behavior (Wellman, 1990, 1991; Wellman &Bartsch,1994). These studies are
clear indicative of the age dependence of social competence relating to the power of understanding and
experiencing the importance of social relationship. Shiner (2000) in another study on childhood personality, an
importance construct of social competence, reported that such skill changes with time/age and continues to late
adolescence. Walker (2005) reported that older boys displayed more prosocial behavior than the younger boys.
The significant difference between older and younger boys with respect to aggressive or disruptive behavior and
shy or withdrawn behavior suggest that higher rate of aggressive or disruptive behavior may be adaptive
(Walker, 2005).
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Impact of culture on social competence : Culture has been defined as a dynamic phenomenon that surrounds
us at all times, being constantly enacted or created by our interactions (Schein, 2004, p 1). In the context of
cultural difference, Sternberg (2004) bluntly stated, ”Behavior that in one cultural context is smart may be, in
another cultural context, stupid” (p. 325). Thus, it is a matter of debate whether social competence is universal
or culture-bound. From the study of literature it is revealed that research studies to explore the impact of gender,
age and culture in the specific sense of urban and rural culture on social competence of school going adolescents
is not far less developed but historically ignored. In view of these considerations, the present study explored the
impact of culture linked gender and age differences on social competence of higher secondary school
adolescents.
HYPOTHESES
H1. Significant gender differences exist in terms of social competence
H2. Significant difference exist between junior (1st year) and senior (2nd
year)
higher secondary students in terms of social competence
H3. Significant difference exists between students of urban and rural settings in
terms of social competence.
IV. METHOD OF STUDY
Participants: Participants were 240 higher secondary school students 120 from each of the gender groups
equally drawn from Urban and rural settings. The age of participants ranges from 15 to 18 years. Participants
were randomly selected from ten higher secondary schools of Odisha, a south-eastern region of India.
Instruments : Standardized questionnaires were used for collecting data from the participants to measure their
emotional intelligence.
Procedure : Heads of the institutions were informed sufficiently earlier seeking permission, to conduct the
tests/study. After obtaining permission the Participants (both 1st year and 2nd year students) were invited to a
hall instructions were printed on the booklets containing the questionnaires: Booklets were provided to the
students and instructions were read out by the investigator and doubts were cleared before the start of test. The
size of the group varied from 15 to35 participants. The test administration took about 2 hours duration.
V. RESULTS
Culture linked significant gender difference in social competence scores are presented in Table 1.
Levels of overall social competence of adolescent boys and girls are computed in Table 2.The relationship
between social competence and age difference linked to both urban and rural culture has been presented in Table
3, and levels of overall social competence of younger and older adolescents are presented in Table 4. Table 5
predicts the correlation between social competence and cultural settings (urban and rural).Levels of overall
social competence of urban and rural adolescentsare presented in Table 6.
Table 1.Culture linked gender differences in social competence average
Variables Gender Number (N) Mean (M) Standard Deviation(SD)
Social Competence
Male 120 23.26 6.35
Females 120 26.03 6.43
Results presented in Table 1 were computed from scores of 8 sets of group participants consisting of 30
each. Mean scores in social competence (M=26.03, SD=6.43) for 120 female participants were computed from
mean social competence scores of 30 urban 1st year girls(M=27.40, SD=7.22), 30 urban 2nd year girls
(M=29.17, SD=7.24), 30 rural 1st year girls (M=23.33, SD=5.54), and 30 rural 2nd year girls (M=24.20,
SD=5.72). Further, mean scores in social competence (M=23.26, SD=6.35) for 120 male participants were
computed from mean social competence scores of 30 urban 1st year boys(M=23.17, SD=6.19), 30 urban 2nd
year boys (M=26.83, SD=6.80), 30 rural 1st year boys(M=20.83, SD=6.36), and 30 rural 2nd year
boys(M=22.20, SD=6.01).
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Table 2. Levels of overall social competence of adolescent boys and girls
Score→
Very Low
(<20%)
Low
(20%-39%)
Medium
(40%-59%)
High
(60%-79%)
Very High (80%-
100%)
Gender↓
Male 0.00% 32.50% 48.33% 19.17% 0.00%
Female 0.00% 17.50% 52.50% 26.67% 3.33%
Levels of overall social competence of adolescent boys and girls as computed in Table 2 are depicted in bar
graph 1.
Bar graph 1. Levels of Overall social competence of Adolescent Boys and Girls
Table 3.Culture linked age differences in social competence average
Variables
Age
Group
Number
(N)
Mean
(M)
Standard
Deviation (SD)
Social
Competence
Younger
(1st
year)
120 23.68 6.33
Older
(2nd
year)
120 25.60 6.44
Similarly,results presented in Table 3 were computed from scores of 8 sets of group participants consisting of
30each. Mean scores in social competence (M=23.68, SD=6.33) for 120 younger adolescents were computed
from mean social competence scores of 30 urban 1st year girls (M=27.40, SD=7.22), 30 urban 1st year boys
(M=23.17, SD=6.19), 30 rural 1st year girls (M=23.33, SD=5.54), and 30 rural 1st year boys (M=20.83,
SD=6.36). Further, mean scores in social competence (M=25.60, SD=6.44) for 120 older adolescents were
computed from mean social competence scores of 30 urban 2nd year girls (M=29.17, SD=7.24), 30 urban 2nd
year boys (M= 26.83, SD=6.80),30 rural 2nd year girls (M=24.20, SD=5.72) and 30 rural 2nd year boys
(M=22.20, SD=6.01).
Table 4. Levels of overall social competence of younger and older adolescents
Score→
Very Low
(<20%)
Low
(20%-39%)
Medium
(40%-59%)
High
(60%-79%)
Very High (80%-
100%)
Age Group↓
Younger 0.00% 28.33% 51.67% 19.17% 0.83%
Older 0.00% 21.67% 49.17% 26.67% 2.50%
Levels of overall social competence of younger and older adolescents as computed in Table 4 are depicted in bar
graph 2.
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Bar graph 2. Levels of Overall social competence of younger and older adolescents
Table 5.Cultural differences in social competence average
Variables
Cultural
Setting
Number
(N)
Mean
(M)
Standard
Deviation (SD)
Social
Competence
Urban 120 120 120
Rural 26.65 26.65 26.65
Similarly, results presented in Table 5 were also computed from scores of 8 sets of group participants
consisting of 30 each. The presented mean social competence score (M=26.65) for 120 urban students is the
mean of the mean social competence scores of 1st year urban girls (M=27.40), 1st year urbanboys (M=23.17),
2nd year urban girls(M=29.17) and 2nd year urban boys (M=26.83). Further, the presented social competence
mean score (M=22.64) for 120 rural students is the mean of the mean social competence scores of 1st year rural
girls (M=23.33), 1st year rural boys (M=20.83), 2nd year rural girls (M=24.20) and 2nd year rural boys
(M=22.20).
Table 6. Levels of social competence of urban and rural adolescents
Score→
Very Low
(<20%)
Low
(20%-39%)
Medium
(40%-59%)
High
(60%-79%)
Very High (80%-
100%)
Cultural Setting↓
Urban 0.00% 18.33% 46.67% 31.67% 3.33%
Rural 0.00% 31.63% 54.17% 14.17% 0.00%
Levels of social competence of urban and rural adolescents as presented in Table 6 are depicted in bar graph 3.
Bar graph 3. Levels of social competence of urban and rural adolescents
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VI. DISCUSSION
Social competence and gender difference : Table 1 shows that boys and girls are different in their social
competence score average. Thus, significant gender differences exist in social competence in the present study,
which is in agreement with first hypothesis and other earlier studies (Miller, Danaher, & Forbes, 1986; Musun-
Miller, 1993; Walker, Irving, &Berthelsen, 2002). The findings of this study revealed that girls are more socially
competent than boys of the same age group (younger 1st year group or older 2nd year group). Further, the
gender differences are comparable within the same cultural environment (urban or rural). The urban girls scored
higher social competence average (M=28.29) than urban boys (M=25.00) and rural girls also scored higher
average (M=23.77) than rural boys (M=21.52) in social competence test. However, the higher score of urban
boys (M=25.00) cannot be compared with the lower score of rural girls (M=23.77) in predicting the gender
difference in social competence. Moreover, if the above results of urban and rural students are combined
together, the overall mean score in social competence for female adolescents (M = 26.03) is found to be higher
than their male counterparts (M = 23.26). This result of gender differences in social competence for higher
secondary students is in consistent with the results of earlier studies ofPutallaz, Hellstern, Sheppard, Grimes,
&Glodis,(1995).Moreover, Table 2 presents a comparative study on levels of social competence of boys and
girls. 26.67% of male adolescents have high level of social competence, while 19.17% of female adolescents
have high level of social competence. In addition, 3.33% of girls have also very high level of social competence.
The complete results of levels of social competence of adolescent boys and girls are depicted in bar graph 1.
The female adolescents being more intuitive than male adolescents, the former exhibit higher level of social
competence than later.
Social competence and age difference : A positive response is obtained for second hypotheses (H2). That
means, a significant age difference exists in social competence in the present study. When mean social
competence scores of boys and girls of urban and rural schools are compiled together, it is observed that older
2nd year students show higher social competence average (M = 25.60) than younger 1st year students
(M=23.68). In the present study social competence is found to have a positive correlation with age as presented
in Table 3. This result explored that, social competence increases with increase of age of higher secondary
school students.In addition, Table 4 presents a comparative study on levels of social competence of younger and
older adolescents. 26.67% of older adolescents have high level of, social competence, while 19.17% younger
adolescents have high level of social competence. The complete results of the levels of social competence of
younger and older adolescents are depicted in bar graph 2. The above difference in social competence may be
accounted for the greater experience of older adolescents as compared to younger adolescents.
Social competence and cultural difference : Further, another significant difference exists in social competence
for urban and rural students (Hypotheses, H3). Results of Table 5 predicts that urban students exhibit higher
level of social competence (M = 26.64)as compared to their rural counterparts (M = 22.64). More specifically,
comparing the scores in social competence test of urban boys (M=28.29) and urban girls (M=25.00) with social
competence scores of rural boys (M=23.77) and rural girls (M=21.52), it is explored that both urban boys and
girls scored higher social competence average than their rural counterparts. Moreover, urban older adolescents
are found have scored higher social competence average (M=28.00) than rural older adolescents (M = 26.40)
and urban younger adolescents scored higher (M=25.29) than rural younger adolescents (M = 22.08) in social
competence test. In addition, Table 6 presents a comparative study on levels of social competence of urban and
rural adolescents. 31.67% of urban adolescents have high level of social competence, while only 14.17% of
rural adolescents have high level of social competence. The complete results of the levels of social competence
of urban and rural adolescents are depicted in bar graph 3.This higher level of social competence can be
attributed to the greater chance of exposure of urban school adolescents to higher intellectual environments and
more facilities in urban schools as compared to rural schools.The difference in social competence scores of
urban and rural adolescents can also be accounted for the contrasting cultural values and beliefs.
VII. CONCLUSION AND SUGGESTIONS
Since two years of higher secondary school education is the most crucial period and turning point for
adolescents in the context of academic career as well as professional career, utmost care should be taken to
improve their social competence through special trainings or including social competence in higher secondary
school syllabus. More intensive research studies are needed to be carried out on social competence and
emotional intelligence relating to stress management and mental health among higher secondary school
adolescents in both rural and urban sectors. More specifically, additional care is to be taken from Government
level for students of rural base schools to improve the levels of their social competence skills with a view to
minimize the difference, which adversely affect the future life, career and perspectives of rural base students.
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