This document discusses the context, processes, and consequences of socialization. It defines socialization as the process by which new members of a society learn the norms, values, and behaviors expected of them. The context of socialization includes the biological, psychological, and social factors. The processes include explicit instruction, conditioning, modeling, and internalization. The consequences can include learning behaviors, attitudes, values, language, and cultural rules. Socialization occurs through various agents like family, schools, peers and media.
Understanding Culture, Society and Politics - Culture and SocietyJuan Miguel Palero
This is a powerpoint presentation of one of the Senior High School Core Subject: Understanding Culture, Society and Politics. For this powerpoint, this serves as a presentation about the topic of culture and society.
Understanding Culture, Society and Politics - Culture and SocietyJuan Miguel Palero
This is a powerpoint presentation of one of the Senior High School Core Subject: Understanding Culture, Society and Politics. For this powerpoint, this serves as a presentation about the topic of culture and society.
The Different Forms of Society in continuation of the discussions on the Human Person in Society on my Senior High School Class of Introduction to the Philosophy of the Human Person.
socio cultural perspective in psychologyAQSA SHAHID
What is the Social-Cultural Perspective? The social-cultural perspective considers the way that different individuals interact with their social groups and how these social groups influence different individuals and how they develop throughout their lives.
The Different Forms of Society in continuation of the discussions on the Human Person in Society on my Senior High School Class of Introduction to the Philosophy of the Human Person.
socio cultural perspective in psychologyAQSA SHAHID
What is the Social-Cultural Perspective? The social-cultural perspective considers the way that different individuals interact with their social groups and how these social groups influence different individuals and how they develop throughout their lives.
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Chapter 4SocializationThis Chapter Will Help YouDefinWilheminaRossi174
Chapter 4
Socialization
This Chapter Will Help You:
Define and understand the role of socialization
Understand and critique the nature/nurture debate in relation to sociology
Outline the agents of socialization
Compare and contrast primary and secondary socialization
Define resocialization
Summarize the theoretical approaches to socialization
Defining Socialization
Socialization involves social learning through social interaction
It helps an individual become a capable member of their society
It is influenced by our social class, ethnicity, gender, etc.
The Influence of Nature
Biological Determinism
The argument that our behaviour is determined by our genetic makeup
Seeks evidence of the biological roots of behaviour
Argues that behaviour evolves over time to secure the survival of the species
The Influence of Nurture
We are products of our environment
Our behaviour is the product of social interactions and learning
The social environment is crucial to an individual’s socialization
Isolation in Non-Human Primates
Harlow researched the effects of maternal separation and social isolation in rhesus monkeys
Lack of social interaction had significant consequences such as fear or hostility
Isolation in Humans – Feral Children
Children who are assumed to have been raised by animals
The Case of Victor
A boy was discovered in a forest in 18th century France
He was 11 years old and it was assumed that he had lived alone in the forest for 5 or 6 years
A doctor who attempted to socialize him was partially successful
He was never able to speak
Isolation in Humans – The Case of Anna
Anna was discovered in 1932 at the age of 6
She had been locked in a storage room her entire life
She had no social skills and could not speak
She began to show improvement after her discovery but died at the age of 10
Isolation in Humans – The Case of Genie
Genie was discovered at the age of 13 in 1972
She had been locked in a room and tied down from the age of 20 months
She was studied and taught by experts at a children’s hospital
She acquired some skills but could not fully recover from the isolation and neglect
The Turpins – Isolation and Child Abuse
The Turpins kept their 13 children locked in dark rooms or chained to their beds
The children were severely malnourished and dirty
Yet this is the image the parents put out on social media
Primary Socialization
The learning that occurs in an individual's earliest years
It sets the tone for future development
It usually occurs in family settings
Children learn language, norms, values, beliefs, and social skills
Secondary Socialization
This is the socialization that occurs past childhood and throughout adulthood
It is more limited than primary socialization
It has less effect on our self-image
Individuals learn specific roles, norms, attitudes, and beliefs for different adult situations
Functionalist Approach
Social integration:
Socialization teaches people how to integrate in ...
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. SOCIALIZATION
• Refers to the preparation of new comers
to become members of an existing
group and to think, feel, and act in ways
the group considers inappropriate.
Viewed from the groups point of view, it
is a process of member replacement.
Such widely diverse situations as child
rearing, teaching someone a new game,
orienting a new member of an
organization, preparing someone who
has been in sales work to become a
manager, or acquainting an immigrant
with the life and culture of a new society
are all instances of socialization
4. SOCIALIZATION
• Socialization is a central process in a social
life. Socialization occurs through explicit
instruction, conditioning and innovation and
role modeling. In practice, these modes are
usually blended. The socialization process
tends to be general rather than specific,
calls forth automatic behaviors and
responses and persists through time. The
family, peer groups, television, day care
and schools are today’s basic agents of
socialization. Conflict theorists point out
that these agents can be thought of as
agents of domination because they may
use their position to perpetuate an unequal
power situation and to dominate the one
being socialized. As time went on, however,
socialization came to be seen more and
more as the end-result that is, as
internalization.
5.
6.
7.
8.
9. INTERNALIZATION
• Means taking social norms, roles
and values into one’s own mind.
Society was seen as the primary
factor responsible for how individuals
learned to think and behave. This
view is evident in the work of
functionalist Talcott Parsons, who
gave no hint that the result of
socialization might be uncertain or
might vary from person to person. If
people failed to play their expected
roles or behaved strangely,
functionalist explained this in terms
of incomplete or inadequate
socialization.
10.
11.
12.
13.
14. INTERNALIZATION/UNSOCIALIZED
• Such people were said to be
“unsocialized” – they had not yet
learned what was expected of them.
The trouble is, they might very well
know what was expected but simply
be rejecting it. Someone who runs a
red light, for example, knows
perfectly well that one is not
supposed to do that but is doing it
anyway. The possibility that
individuals might have needs,
desires, values, or behaviors
different from those that society
expects (or demands) of them was
not seriously considered by
functionalists.
15. • We can distinguished three major aspects of
socialization:
1. The context in which it occurs
2. The actual content and processes people use to
socialize others
3. The results arising from those contexts and
processes.
16. CONTEXT
• The context is like the theater or
stage in which socialization
occurs. Social context includes
culture, language and social
structures such as class, ethnic,
and gender hierarchies of a
society. Context also includes
social and historical events, power
and control in social life, and the
people and institutions with whom
individuals come in contact in the
course of their socialization.
17. CONTENT AND PROCESS OF SOCIALIZATION
• The content and process of
socialization is like the play, the
lines, and the actors. It includes
the structure of the socializing
activity-how intense and
prolonged it is, who does it, how it
is done, whether it is a total
experience or only a partial
process, how aware individual is
of alternatives, and how attractive
those alternatives are.
18. CONTENT AND PROCESS OF SOCIALIZATION
• Content refers specifically to what
is passed from member to novice.
• Processes are those interactions
that convey to new members how
they are to speak, behave, think,
and even feel. The view of
socialization as an interactive
process stands in contrast to the
deterministic view of how
socialization occurs. Old and new
members interact, and in the
process exercise mutual influence
on each other.
19. • Outcomes may properly be
defined as what happens later,
after someone has been exposed
to particular content and
processes. New members may
learn the behaviors, attitudes, and
values that old members hope
they would learn. What do these
include? First and foremost
among humans is learning how to
speak and to apply the rules of
language to creating new
sentences.
20.
21. • Like learning to play chess,
learning a language involves
being shown some of the ways
vocabulary and grammar can be
combined (like learning how the
various pieces can be moved in a
chess game), and then creating
one’s own combinations from
those possibilities. Closely related
to learning to use language is
gaining a sense of the rules
underlying a society’s culture.
Even learning to walk in an upright
position appears to be the result
of socialization.
22.
23. THE CONTEXT OF
SOCIALIZATION
• Socialization occurs
within biological,
psychological and
social context. Each of
these offers
possibilities and
limitations that may
influence socialization.
24. THE BIOLOGICAL CONTEXT
• Biological features are regularly
suggested as sources of human
behavior. Sociologists suggest that
some human capacities may be
“wired into” our biological makeup.
For example, even newborn babies
seem to strive for maximum social
interaction. They move their heads
back and forth in burrowing or
“rooting” motions looking for milk,
they have powerful, grasping
fingers that cling tightly to other
human fingers or bodies; and they
move so as to maximize body
contact with their caregivers. These
facts suggest that infants are born
wanting human contact.
25.
26.
27.
28. THE BIOLOGICAL CONTEXT
• Sociobiologists argue that traits
which aid survival and reproduction
(like learning to eat things that
induce vomiting) will survive,
whereas others (like unusual
whiteness in certain animals, which
makes them easier prey) will tend to
die out. Although this evidence
suggest that biological factors
clearly play a role in development, it
does not show that all human
behavior is biologically determined.
Biology sets the stage, on which a
very broad range of human
behavior occurs. Most or all of the
important differences between
societies are due to social rather
than biological factors.
29. THE BIOLOGICAL CONTEXT
• As educators have become more aware of
children with “learning disabilities”, they have
begun to wonder if some conditions, such as
those labeled “dyslexia” (that is, the inability to
grasp the meaning of something one reads)
are due to the incomplete development of
certain nerve pathways in the brain that may
scramble signals on the way to the brain,
making it likely that children will “see” bs
instead of ds, qs rather than ps, and so forth.
Such problems may be part of the biological
context of socialization. They may interact in
significant ways with psychological and social
factors during socialization and have important
effects on the outcomes—for example, if
children are labeled retarded or develop a
sense of worthlessness, they may be less
likely to learn
30.
31.
32.
33. • In short, biology provides rich potential for
becoming human and may present general
tendencies, such as the tendency to seek out
social interaction or to use language, but it does
not determine the particular form such social
development takes.
34. THE PSYCHOLOGICAL CONTEXT
• Emotional States and the Unconscious
The primary factor in the psychological context of
socialization is the psychological state of the person
being socialized. Psychological states include feelings
such as fear, anger, grief, love, and happiness or a
sense of emotional deprivation. Strongly feeling one or
more of these emotions might very well inhibit or
promote socialization of a particular kind. Fear may
make it difficult for young children to be socialized in
school, whereas people in love may leant very quickly
what makes their loved ones happy. Emotions can also
influence how individuals perceive the content of
socialization, whether in becoming a member of a family
group or a religious sect. Knowing something about the
feelings of the people involved (the psychological
context) helps explain the results of the socialization
process.
35.
36.
37. • Cognitive Development Theory
A number or psychologists emphasize
the series of stages through which humans
progress. Although emotional concerns can
be involved these theorists focus on
cognitive (intellectual) development,
which occurs in a systematic, universal
sequence through a series of stages. The
most influential theorist of intellectual
development was the Swiss psychologist
Jean Piaget. A sharp observer of children’s
development. Piaget stressed that children
need to master the skills and operations of
one stage of intellectual development before
they are able to learn something at the next
stage.
38.
39. • Cognitive
Development Theory
Whether or not they all
agree on the unfolding of
specific stage, cognitive
development theorists see
children as increasingly trying
to make sense of their social
worlds as they grow up.
Children try to see patterns in
the ways things happen.
40.
41.
42.
43.
44.
45.
46. • Cognitive Development
Theory
Social contexts influence
individual development. Culture exists
before the socialization of new
members begins. Parents, for
example, do not need to decide alone
what they are going to teach their
children, since much of what they will
pass along they have themselves
learned through socialization. Besides
culture, individuals are affected by
social and historical events and by a
number of individuals who actively try
to socialize them.
47. • Social and Historical Events
Major social and historical
events can be a force in
socializing an entire generation.
Such major events as the Great
Depression of the 1930s, the
Holocaust in Europe during
World War II, or the civil rights
movement that took shape in the
United States in the 1960s have
profound implications for
individual socialization. Elder
(1974) compared children whose
families were very poor during the
1930s with others whose families
were more comfortable.
48. • Social and Historical Events
Those suffering greater
deprivation depended less on
formal education for their life
achievements and more on effort
and accomplishment outside of
education. Their health as adults
tended to be affected negatively by
their economic hardships. Finally,
they tended to value marriage and
family more highly as a result of
their economic deprivation (Elder
1974). Thus individuals who live in
extraordinary times appear to be
influenced by the historical events
around them.
49. • Participants in Socialization
Obviously, parents and the
immediate family of infants are
important to their early care and
development. Major changes in
the family are increasingly the
importance of other caregivers as
well. Teachers and schools
transmit formal skills, knowledge,
and social values. As infants
mature, they have more and more
contact with other children their
age, called peers.
50. • Participants in Socialization
Inevitably, children are
affected by the community and
nation in which they are reared.
Children in the United States
today spend a great deal of time
with the mass media, Radio,
movies, and – most
significantly—television have
transformed the way they we
experience the world and what
we know about it.
51. • THE FAMILY
In rural societies, children have
most of their early social contact with
family. Today, however, the family’s
importance in the child’s life is changing.
The American family no longer
necessarily conforms to the stereotypical
nuclear family with two parents and two
or more dependent children. Fewer than
one family in five consists of a working
father, full-time homemaker mother, and
at least one child. There are more and
more single-parent families, and 56
percent of all mothers with children under
6 years old are working (U.S Bureau of
the Census, 1985a, p. 399).
52. • THE FAMILY
More and more children are
receiving their early and primary
care from others in addition to
their parents. One study suggests
that single parents with adequate
financial and emotional support
are able to raise their children
quite effectively (Monaghan-
Leckband,1978)
53. • DAY CARE
Nearly 10 million children 5
years old or younger have mothers
who work away from home. This
includes 48 percent of the mothers
of children 3 years old or younger.
For these children, day care is an
important agent of socialization. In
1982 there were more than 30,000
day-care centers, ranging from
informal arrangements at the home
of a neighbor to large nurseries run
by schools, churches, charities,
corporations, and occasionally
employers (Lindsey, 1984)
54. • DAY CARE
When the ratio of staff to children
is at least one to ten or lower, when the
groups of children are not larger than
20, and when caregivers are trained in
early childhood development and are
attentive to the children, the children
who attend day care do very well
(Collins, 1984; Lindsey. 1984). Children
from very low income families have
benefited considerably over the long
term as a result of federally financed
Head Start and other early day-care
programs (Deutsch et al., 1985;
Schweinhart and Weikart, 1987).
55. • SCHOOLS
As societies become more
complex and there is a greater
division of labor, family members
cannot spend all day every day
teaching children what they need to
know to function effectively as
adults in society. Therefore, most
societies have established schools
to teach youngsters certain skills.
Schools teach values and attitudes
as well. These values and attitudes
include, for example,
competitiveness or cooperation,
conformity or innovation.
56. • SCHOOLS
Schools try to impress upon
children the importance of working
for rewards, and they try to teach
neatness, punctuality, orderliness,
and respect for authority. Teachers
are called upon to evaluate how
well children perform a particular
task or how much skill they have.
Thus, in school, children’s
relationships with adults move from
nurture and behavioral concerns to
performance of tasks and skills
determined by others.