Socialization

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Socialization is a term used by sociologists, social psychologists, anthropologists, politicians and educationalists to refer to the process of inheriting norms, customs and ideologies. It may provide the individual with the skills and habits necessary for participating within their own society; a society itself is formed through a plurality of shared norms, customs, values, traditions, social roles, symbols and languages. Socialization is thus ‘the means by which social and cultural continuity are attained’.^[1]

Socialization, however, is not a normative term: it describes a process which may or may not affect the reflexive agent, and which may or may not lead to desirable, or 'moral', outcomes. Individual views on certain issues, such as race or economics, may be socialized (and to that extent normalized) within a society. Many socio-political theories postulate that socialization provides only a partial explanation for human beliefs and behaviours; that agents are not 'blank slates' predetermined by their environment.^[2] Scientific research provides strong evidence that people are shaped by both social influences and their hard-wired biological makeup.^{[3][4][5][6][7]} Genetic studies have shown that a person's environment interacts with their genotype to influence behavioural outcomes,^[8] whilst the linguistic theory of generative grammar demonstrates how something such as the capacity for learning changes throughout one's lifetime. (See also: Nature vs. Nurture; Structure vs. Agency)

To "socialise" may also mean simply to associate or mingle with people socially. In American English, "socialized" has mistakenly come to refer, usually in a pejorative sense, to the ownership structure of socialism or to the expansion of the welfare state.^[9] Traditionally, socialists and Marxists both used the term "socialization of industry" to refer to the reorganization of institutions so that the workers are all owners (cooperatives) and to refer to the implementation of workplace democracy.^[10]

[edit] Theories

Clausen claims that theories of socialization are to be found in Plato, Montaigne and Rousseau and he identifies a dictionary entry from 1828 that defines 'socialize' as 'to render social, to make fit for living in society' (1968: 20-1). However it was the response to a translation of a paper by Georg Simmel that the concept was incorporated into various branches of psychology and anthropology (1968: 31-52).

In the middle of the 20th century, socialization was a key idea in the dominant American functionalist tradition of sociology. Talcott Parsons (Parsons and Bales 1956) and a group of colleagues in the US developed a comprehensive theory of society that responded to the emergence of modernity in which the concept of socialization was a central component. One of their interests was to try to understand the relationship between the individual and society – a distinctive theme in US sociology since the end of the nineteenth century. Ely Chinoy, in a 1960s standard textbook on sociology, says that socialization serves two major functions:

On the one hand, it prepares the individual for the roles he is to play, providing him with the necessary repertoire of habits, beliefs, and values, the appropriate patterns of emotional response and the modes of perception, the requisite skills and knowledge. On the other hand, by communicating the contents of culture from one generation to the other, it provides for its persistence and continuity.

—Chinoy, 1961: 75

For many reasons – not least its excessive approval of modern American life as the model social system and its inability to see how gender, race and class divisions discriminated against individuals – Parsonian functionalism faded in popularity in the 1970s.

… it is no longer enough to focus on the malleability and passivity of the individual in the face of all powerful social influences. Without some idea about the individual’s own activity in shaping his social experience our perspective of socialization becomes distorted.

—Graham White (1977: 5), reacting to the functionalist notion of socialization English sociologist

During the last quarter of the twentieth century the concept of ‘socialization’ has been much less central to debates in sociology that have shifted their focus from identifying the functions of institutions and systems to describing the cultural changes of postmodernity. But the idea of socialization has lived on, particularly in debates about the family and education. The institutions of the family or the school are often blamed for their failure to socialize individuals who go on to transgress social norms. On the other hand, it is through a critique of functionalist ideas about socialization that there has been an increasing acceptance of a variety of family forms, of gender roles and an increasing tolerance of variations in the ways people express their Social norms reveal the values behind socialization.

Sociologists, such as Durkheim, have noted the relationship between norms, values and roles during socialization.

[edit] Types

Primary socialization

Primary socialization occurs when a child learns the attitudes, values, and actions appropriate to individuals as members of a particular culture. For example if a child saw his/her mother expressing a discriminatory opinion about a minority group, then that child may think this behavior is acceptable and could continue to have this opinion about minority groups.

Secondary socialization

Secondary socialization refers to the process of learning what is appropriate behavior as a member of a smaller group within the larger society. It is usually associated with teenagers and adults, and involves smaller changes than those occurring in primary socialization. eg. entering a new profession, relocating to a new environment or society.

Developmental socialization

Developmental socialization is the process of learning behavior in a social institution or developing your social skills.

Anticipatory socialization

Anticipatory socialization refers to the processes of socialization in which a person "rehearses" for future positions, occupations, and social relationships.

Resocialization

Resocialization refers to the process of discarding former behavior patterns and accepting new ones as part of a transition in one's life. This occurs throughout the human life cycle (Schaefer & Lamm, 1992: 113). Resocialization can be an intense experience, with the individual experiencing a sharp break with their past, and needing to learn and be exposed to radically different norms and values. An example might be the experience of a young man or woman leaving home to join the military, or a religious convert internalizing the beliefs and rituals of a new faith. An extreme example would be the process by which a transsexual learns to function socially in a dramatically altered gender role.

Organizational socialization

Organizational socialization is the process whereby an employee learning the knowledge and skills necessary to assume his or her organizational role^[11].

[edit] Agents/units of Socialization

In the social sciences, institutions are the structures and mechanisms of social order and cooperation governing the behavior of a set of individuals within a given human collectivity. Institutions are identified with a social purpose and permanence, transcending individual human lives and intentions, and with the making and enforcing of rules governing cooperative human behavior.^[12] Types of institution include:

• The Family
• Religion
• Education
• Economic systems
• Legal systems
• Penal systems
• Psychiatric hospitals and Asylums
• Mass media and News media
• Organizations (See also: interest groups; political parties; Internet groups and Virtual communities)

Also (in an extended context):

• Art and Culture
• Language

[edit] Media and socialization

Theorists like Parsons and textbook writers like Ely Chinoy (1960) and Harry M. Johnson (1961) recognized that socialization didn’t stop when childhood ended. They realized that socialization continued in adulthood, but they treated it as a form of specialized education. Johnson (1961), for example, wrote about the importance of inculcating members of the US Coastguard with a set of values to do with responding to commands and acting in unison without question.

Later scholars accused these theorists of socialization of not recognizing the importance of the mass media which, by the middle of the twentieth century were becoming more significant as a social force. There was concern about the link between television and the education and socialization of children – it continues today – but when it came to adults, the mass media were regarded merely as sources of information and entertainment rather than moulders of personality. According to these

Some sociologists and theorists of culture have recognized the power of mass communication as a socialization device. Dennis McQuail recognizes the argument:

… the media can teach norms and values by way of symbolic reward and punishment for different kinds of behaviour as represented in the media. An alternative view is that it is a learning process whereby we all learn how to behave in certain situations and the expectations which go with a given role or status in society. Thus the media are continually offering pictures of life and models of behaviour in advance of actual experience.

—McQuail 2005: 494)

[edit] Gender socialization and gender roles

Henslin (1999:76) contends that "an important part of socialization is the learning of culturally defined gender roles." Gender socialization refers to the learning of behavior and attitudes considered appropriate for a given sex. Boys learn to be boys and girls learn to be girls. This "learning" happens by way of many different agents of socialization. The family is certainly important in reinforcing gender roles, but so are one’s friends, school, work and the mass media. Gender roles are reinforced through "countless subtle and not so subtle ways" (1999:76).

[edit] Resocialization

[edit] Racial Socialization

Racial socialization has been defined as "the developmental processes by which children acquire the behaviors, perceptions, values, and attitudes of an ethnic group, and come to see themselves and others as members of the group".^[13] The existing literature conceptualizes racial socialization as having multiple dimensions. Researchers have identified five dimensions that commonly appear in the racial socialization literature: cultural socialization, preparation for bias, promotion of mistrust, egalitarianism, and other.^[14] Cultural socialization refers to parenting practices that teach African American children about their racial history or heritage and is also referred to as pride development. Preparation for bias refers to parenting practices focused on preparing African American children to be aware of, and cope with, discrimination. Promotion of mistrust refers to the parenting practices of socializing children to be wary of people from other races. Egalitarianism refers to socializing children with the belief that all people are equal and should be treated with a common humanity.^[15]

[edit] See also

• Acculturation
• Cultural assimilation
• Enculturation
• Internalization
• Indoctrination
• Political socialization
• Reciprocal socialization
• Socialization of animals
• Social construction
• Social identity
• Social skills
• Structure and agency
• Shame society
• Guilt society
• Value (personal and cultural)
• Circle of friends (disability)
• Memetics

[edit] References

[edit] Further reading

• Chinoy, Ely (1961) Society: An Introduction to Sociology, New York: Random House.
• Clausen, John A. (ed.) (1968) Socialization and Society, Boston: Little Brown and Company.
• Johnson, Harry M. (1961) Sociology: A Systematic Introduction, London: Routledge and Kegan Paul.
• McQuail, Dennis (2005) McQuail’s Mass Communication Theory: Fifth Edition, London: Sage.
• Parsons, Talcott and Bales, Robert (1956) Family, Socialization and Interaction Process, London: Routledge and Kegan Paul.
• White, Graham (1977) Socialisation, London: Longman.
• Michael Paul Rhode, Smithsonian Dep. of Anthropology
• Bogard, Kimber. "Citizenship attitudes and allegiances in diverse youth." Cultural Diversity and Ethnic minority Psychology14(4)(2008): 286-296.
• Mehan, Hugh. "Sociological Foundations Supporting the Study of Cultural Diversity." 1991. National Center for Research on Cultural Diversity and Second Language Learning.
• Robert Feldman, Ph.D. at the University of Massachusetts at Amherst. Child Development Third Edition