e A ao SDO CALBAYOG CITY S\ www.bit/lydepedcalbayo: UNAUTHORIZED REPRODUCTION OF THIS MATERIAL IS STRICTLY PROHIBITEDHANDOUT No. 5 in Understanding Culture, Society and Politics MELC: Explain the context, content, process and consequences of socialization Semester: 15 Week No. 5 Day: Every society is face with the necessity of making a responsible member out of each child bom into it. The child must learn the expectations of the society so that his behaviour can be relied upod. He must acquire the group norms. The society must socialise each member so that his behaviour will be meaningful in terms of the group norms. In the process of socialisation the individual learns the reciprocal responses of the society. THE HUMAN MIND AT BIRTH IS NOTHING BUT A BLANK STATE, OR TABULA RASA” John Lock Society is a group of individuals involved in persistent social interaction, or a large social group sharing the same special or social territory, typically subject to the same political authority and dominant cultural expectations. Culture provides everyone with norms, values, expectations, and other information needed to live with other in the group. Values and norms of a society are passed on to or acquired by its members through the process of socialization or enculturation. Socialization is the process through which we are taught the norms, values, and customs of our society or social group. We can distinguish three major aspects of socialization; the context in which it occurs, the actual content and processes people use to socialize others, and the results arising from those contexts and processes. Context of Soci ization The context of socialization is like the theatre or stage in which socialization occurs. Social context includes culture, language, and social structures such as the 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 which individuals come in contact in the course of their socialization. Socialization occurs within biological, psychological, and social contexts. Each of these offers possibilities and limitations that may influence socialization 1. The Biological Context Biological features are regularly suggested as sources of human behavior. Sociobiologists 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.2. 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. Cognitive Development Theories A number of psychologists emphasize the series of stages through which humans progress. Although emotional concems 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. 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 arc 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. Social and Historical Events Major social and historical events can be a force in socializing an entire generation. 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. 3, Social Position as part of the context your family's social class, economic position, and ethnic background--as well as your gender--can affect the ways in which you will be socialized. People in more advantageous positions tend to develop higher self-evaluations. As a result, they feel justified in having more resources. Similarly, those in less desired positions tend to have lower self-evaluations and may feel that their lower status is deserved (Della Fave, 1980). Political structure may also be related to socialization practices. Autocratic states tend to have more "severe" socialization, show clear power and deference relationships, and stress obedience (Stephens, 1963) Socialization __ is the lifelong social experience by which people develop their human Potential and learn culture. Unlike other living species, whose behavior is mostly or entirely set by biology, humans need social experience to learn their culture and to survive. Social experience is also the foundation of personality, a person's fairly consistent pattems of acting, thinking and feeling (Macionis 2012: 102). Socialization is a central process in social life. Its importance has been noted by sociologists for a long time but their image of it has shifted over the last hundred years. Another term for socialization is enculturation. Values, norms, status, and roles Socialization is also defined as the process of preparing members for membership in a given group in society. Through socialization, individuals learn the norms and values of their society. Values are culturally defined standards that people use to decide what is desirable, good, and beautiful and that serve as broad guidelines for social living. Norms are the rules and expectations by which a society guides the behaviour of its members. Socialization prepares individuals to occupy statuses and roles (Macionis 2012: 127-128). Status refers a social position that a person holds. An ascribed status is a social position a person receives at birth or takes oninvoluntarily later in life. Examples of ascribed statuses include being a daughter, a Filipino, a teenager, or a widower. Achieved status refers to a social position a person takes on voluntarily that reflects personal ability and effort. Achieved statuses include honors student, athlete, nurse, software writer, and thief. Role refers to behavior expected of someone who holds a particular status. Concept of Socialization Following are the socialism theories focused on how the self, as product of socialization, is formed by famous researchers. Freud’s model of personality. Sigmund Freud (1856-1939) combined basic needs and the influence of society into a model of personality with three parts: id, ego, and superego. The id represents the human being's basic drives, or biological and physical needs which are unconscious and demand immediate satisfaction. In the human personality, the superego refers to the cultural values and norms internalized by an individual. Society, through its values and norms, opposes the self-centered id. The ego is, thus, a person's conscious efforts to balance innate pleasure-seeking drives (id) with the demands of society (superego). Piaget's theory of cognitive development. From his studies of human cognition, or how people think and understand. Jean Piaget (1896-1980) identified four stages of cognitive development. Stage one is the sensorimotor stage (first two years of life), the level of human development at which individuals know the world only through the five senses. Stage two is the preoperational stage (about age two to seven) at which individuals first use language and other symbols. Stage three is concrete operational stage (between the ages of seven and eleven) at which individuals first see causal connections in their surroundings. The last stage is the formal operational stage (about age twelve) at which individuals think abstractly and critically. Meads theory of the social self, George Herbert Mead (1863-1931) For Mead, the self is a part of our personality and includes self-awareness and self-image. Itis the product of social experience, and is not guided by biological drives (see Freud) or biological maturation (see Piaget). According to Mead, the key to developing the self is learning to take the role of the other. Infants can do this only through imitation and, without understanding underlying intentions, have no self. As children lear to use language and other symbols, the self emerges in the form of play. Play involves assuming roles modeled on significant others, or people, such as parents, who have special importance for socialization. Then, children learn to take the roles of several others at once, and move from simple play with one other to complex games involving many others. The final stage in the development of the self is when children are able to not only take the role of specific people in just one situation, but that of many others in different situations. Mead used the term generalized other to refer to widespread cultural norms and values we use as references in evaluating ourselves. Cooley's Looking-glass Self. Charles Horton Cooley (1864-1929) used the phrase looking-glass self to mean a self-image based on how we think others see us. As we interact with others, the people around us become a mirror (an object that people used to calla “looking glass’) in which we can see ourselves. What we think of ourselves, then, depends on how we think others see us. For example, if we think others see us as clever, we will think of ourselves in the same way. But if we feel they think of us as clumsy, then that is how we will see ourselves. Gender role socialization Sex refers to the biological characteristics distinguishing male and female (Macionis 2012: 169). Sex is based on chromosomes, anatomy, hormones, reproductive systems, and other physiological components. Gender refers to those social, cultural, and psychological traits linked to males and females through particular social contexts. Sex makes us male or female;gender makes us masculine or feminine. All the major agents of socialization—family, peer groups, schools, and the mass media—reinforce cultural definitions of what is feminine and masculine Process and consequences of Socialization The process of socialization entails learning the various elements of a society's culture as well as its social structure. The discussion focuses on values, norms, status, and roles, as well as gender role socialization. Socialization is a learning process that begins shortly after birth. Early childhood is the period of the most intense and the most crucial socialization. It is then that we acquire language and lear the fundamentals of our culture. It is also when much of our personality takes shape. However, we continue to be socialized throughout our lives. As we age, we enter new statuses and need to learn the appropriate roles for them. We also have experiences that teach us lessons and potentially lead us to alter our expectations, beliefs, and personality. For instance, the experience of being raped is likely to cause a woman to be distrustful of others. Looking around the world, we see that different cultures use different techniques to socialize their children. ‘Two broad types of teaching methods Formal education is what primarily happens in a classroom. It usually is structured, controlled, and directed primarily by adult teachers who are professional "knowers.” formal educ: Nn can occur anywhere. It involves imitation of what others do and say ‘as well as experimentation and repetitive practice of basic skills. This is what happens when children role-play adult interactions in their games. Most of the crucial early socialization throughout the world is done informally under the supervision of women and girls. Initially, mothers and their female relatives are primarily responsible for socialization. Later, when children enter the lower school grades, they are usually under the control of women teachers. In some other industrialized nations, baby-sitters are most often teenage girls who live in the neighbourhood. In other societies, they are likely to be older sisters or grandmothers. Agents of Socialization Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus members of an extended family, all teach a child what he or she needs to know. For example, they show the child how to use objects (such as clothes, computers, eating utensils, books, bikes); how to relate to others (some as “family,” others as “friends,” still others as “strangers” or “teachers” or “neighbors"); and how the world works (what is “real" and what is “imagined’). As you are aware, either from your own experience as a child or from your role in helping to raise one, socialization includes teaching and learning about an unending array of objects and ideas. Keep in mind, however, that families do not socialize children in a vacuum. Many social factors affect the way a family raises its children. For example, we can use sociological imagination to recognize that individual behaviors are affected by the historical period in which they take place. Sociologists recognize that race, social class, religion, and other societal factors play an important role in socialization. For example, poor families usually emphasize obedience and conformity when raising their children, while wealthy families emphasize judgment and creativity (National Opinion Research Center 2008). This may occur because working-class parents have less education and more repetitive-task jobs for which it is helpful to be able to follow rules and conform. Wealthy parents tend to have better educations and often work in managerial positions or careers that require creative problem solving, so they teach theirchildren behaviors that are beneficial in these positions. This means children are effectively socialized and raised to take the types of jobs their parents already have, thus reproducing the class system (Kohn 1977). Likewise, children are socialized to abide by gender norms, perceptions of race, and class-related behaviors. School The official purpose of school is to transfer subject knowledge and teach life skills, such as following directions and meeting deadlines. But, students don't just learn from the academic curriculum prepared by teachers and school administrators. In school, we also learn social skills through our interactions with teachers, staff, and other students. For example, we learn the importance of obeying authority and that to be successful, we must learn to be quiet, to wait, and sometimes to act interested even when we're not. Peer Groups A peer group is made up of people who are similar in age and social status and who share interests. Peer group socialization begins in the earliest years, such as when kids on a playground teach younger children the norms about taking turns, the rules of a game, or how to shoot a basket. As children grow into teenagers, this process continues. Peer groups are important to adolescents in a new way, as they begin to develop an identity separate from their parents and exert independence. Additionally, peer groups provide their own opportunities for socialization since kids usually engage in different types. of activities with their peers than they do with their families. Peer groups provide adolescents’ first major socialization experience outside the realm of their families. Interestingly, studies have shown that although friendships rank high in adolescents’ Priorities, this is balanced by parental influence. Mass Media Mass media distribute impersonal information to a wide audience, via television, newspapers, radio, and the Internet. With the average person spending over four hours a day in front of the television (and children averaging even more screen time), media greatly influences social norms (Roberts, Foehr, and Rideout 2005). People learn about objects of material culture (like new technology and transportation options), as well as nonmaterial culture—what is true (beliefs), what is important (values), and what is expected (norms). Results are the outcome of socialization and refer to the way a person thinks and behaves after undergoing this process. For example, with small children, socialization tends to focus on control of biological and emotional impulses, such as drinking from a cup rather than from a bottle or asking permission before picking something up. As children mature, the results of socialization include knowing how to wait their turn, obey rules, or organize their days around a school or work schedule. We can see the results of socialization in just about everything, from men shaving their faces to women shaving their legs and armpits. REFRERENCE: https://hi-in.facebook.com/jshs. humss/posts/ucspchapter-3-becoming-amember-of-society-i- intoduction-as-we-learned-in-thp/274657 1568704190/ https:/www.thoughtco.convculture- definition-4135409 https://study.com/academy/lesson/agents-of-socialization-family- schoolspeers-andmedia.htmi#:~:text=Schools%20are%20agents%200f%20socialization, school %20is%200ur%20peer%20group. htttp://www. slideshare.net/Aimarielitz/becoming-a member-of- society129447848trom_m_app=android https://www.asanet.org/sites/default/files/savvy/introtosociology/Docume nts/PersellSocializationReading37.htmCO QAH + MELC LW LEARNING WORKSHEET No. __ in Understanding Culture, Society and Politics Name: Grade & Section: Teacher: Date Submitted: MELC: Explain the context, contrast, process and consequences of Socialization Topic: ‘Semester: 1° Week No. 5 Day: 5 Activity 2.0 “Identify Me" Identify the context of socialization Write B if itis biological context, P if it is psychological context and S if it is Social Position. 1. Children from lower economic status tend to have low self-esteem. 2. Fear may make it difficult for young children to be socialized in school 3. Babies have powerful, grasping fingers that cling tightly to other human fingers or bodies 4. People in more advantageous positions tend to develop higher seff-evaluations. 5. Infants are born wanting human contacts Activity 2.1 Understand in your handout answer the following questions 1. What is socialization? 2. Is the socialization experience the same for everyone? Why?eX EIE LEARNING WORKSHEET No. 5 in Understanding Culture, Society and Politics MELC: Explain the context, contrast, process and consequences of Socialization Topic: Process and Consequences of Socialization Activity 3.0 “The World and I” Revisit your past experiences on your childhood. Cite one memorable interaction/socialization with your families, relatives, neighbours, and godparents. What is the impact/influence of this experience in your life? Guide Questions 1. How did your family take care of you as a child? 2. What role did your relatives play in your upbringing? 3. How did your neighbours interact with you as a child? To what extent did they socialize with your family? 4, Do you personally know your godparents? How did your parents choose your godparents? 5. What roles did your godparents play in your upbringing? Answer. What | Can Do Activity No. 3.1. Reflection Journal Instruction: Think of the peer influence and peer pressure you experienced as an adolescent. Peer pressure can be negative (e.g., encouraging a teenager to smoke) or positive (e.g., getting on the all A honor roll at school). Write two to three paragraphs describing your experience with peers in adolescence and how they influenced your development. Answer.