CPS2313 – EDUCATIONAL SOCIOLOGY

SOCIALIZATION AND SCHOOL CULTURE

 SOCIALIZATION
 A transmission process which formal and informal knowledge or skill is transmitted in either different or same
generation.

 Education institution is a social structure whose role is to transmit knowledge and skills, specifically schooling is a
process of T&L in a formal way that takes place in a classroom. Therefore, in this context socialization is a process
which a person learns about role, status and value that one should have in a society.

 Socialization is a constant learning. It starts from a transmission of customs and values in a family and a culture of
society to children. When the children grow up, they will learn more based on their own interactions with other
people or any social agent.

 Socialization can change an individual’s behaviour to adapt into the current society. The process will never stop and it
will be constantly continued during the whole life. This function as an important factor to continue the existence of a
society.
CONCEPT OF SOCIALIZATION

 In general, it is said that socialism theories focus on new things such as observing cognitive development (e.g.
Piaget), obtaining moral and personal identity through family relationship (e.g. friends), emphasizing moral
category and value (e.g. Durkheim), obtaining self concept and social identity (e.g. Mead), and development of
social skills which play a vital role in making interaction successfully especially in linguistics communication
(such Bernstein).

 According to Lacey (1997), each theory has a different explanation style about socialization. Conflict perspective
said that conflict between groups and inside groups will create many situations indirectly.
CONT.

 Musgrave (1972) often discusses about socialization in structural perspective and interpersonal.
According to what he calls as a frame of socialization’s theory:

a) observe and explain the way of how a child adjust itself through social structure which it has to learn a variety of
behaviour’s dimension to become an adult,

b) through interpersonal stage which it can be divided into two,

i. through consensus features and values that are agreeable,
ii. whenever there is a conflict, force is needed to ensure proper behaviour is achievable.
 TYPES OF SOCIALIZATION

1. Starting Socialism (Primer)

2. Secondary Socialization
3. Developmental Socialization
4. Anticipatory Socialization
5. Re-socialization
AGENTS OF SOCIALIZATION

 Will be presented by the presenters

SIGNIFICANCE OF SOCIALIZATION IN EDUCATION

To study how education To help educators To study similarities

To tolerate in
can be used to help understand other and differences in
interaction
individuals and society cultures education

For educators to have a Student’s perception

To give a clear picture
balance of knowledge towards future and
to all parties
about human beings social mobility

To enable educators to
have the skills of To strengthen
interpreting research educator’s concept and
outcomes, statistic data skill dealing with
and start a research students
SCHOOL CULTURE

 Deal & Peterson (1993): “An inner reality”.

 Robbins and Alvy (1995): “This inner reality reflects what organizational members care about, what they are willing
to spend time doing, what and how they celebrate, and what they talk about”.

 Gary Philips (1993): “The beliefs, attitudes and behaviours that characterize a school in term of how people treat and
feel about each other, the extent to which people feel included and appreciated, rituals and traditions reflecting
collaboration and collegiality”.
CONT.

 School culture is NOT about religion, race, socio-economic status or the size of the school.

 Culture includes a composite of the values, rituals and beliefs shared and demonstrated by participants within the
organization.

 Culture influences everything that happens in a school.

 People in a healthy organization must have agreement on how do things and what is worth doing.
CONT.

 Wagner (2000): “Shared experience both in school and out of school (traditions and celebrations), a sense of
community, of family and team”.

 Staff stability and common goals spread in the school. Time is set aside for school-wide recognition of all school
stakeholders.

 Common agreement on curricular and instructional components as well as order and discipline are established
through consensus.

 Open and honest communication is encouraged and there is abundance of humor and trust. Tangible support from
leadership at the school and district levels is also present.
SIGNIFICANCE OF SCHOOL CULTURE

 Three principal activities will raise standardized test scores, make them more accountable.

Making decision about the Placing considerable time and

curriculum. attention on test taking skills.
(What should be taught?) (Test-taking skills)

Making decision about

instructional methodology.
(How it should be taught?)

However, often shortfall to attain expected results: overworked, student achievement, staff satisfaction, parent
engagement, community support.

The culture of learning community is toxic no matter what “improvement initiative” is implemented
SIGNIFICANCE OF SCHOOL CULTURE IN EDUCATION

Students are Understanding the

surrounding with correct type of culture Accommodating
positive and good – accepted by effective T&L process
environment community

Students’ achievement
Improving students’
as the benchmark – a
achievement and self
positive outcome of the
esteem
good school culture
CONCLUSION

 The school culture plays an important role in establishing a good society as it is a part of the society itself.

 Teachers shape the culture of their students and schools.

 There are many intoxicating elements that may pollute the good school culture.

 Not only teachers, but all the community should involve in shaping the culture with deep thoughts.

 To build a concrete and good society, it is based on the school culture first.