Unit 3 SOCIALIZATION

Content of the Unit:

1. Meaning of Socialization
2. Socialization Process
3. Types of Socialization
4. Stages of Socialization
5. Agents of Socialization
6. Role of School in Socialization
7. Teacher as a role model

Introduction:

Socialization is predominately an unconscious process by which a newborn child learns

the values, beliefs, rules and regulations of society or internalizes the culture in which it is born.
Socialization, in fact, includes learning of three important processes: (1) cognitive; (2) affective,
and (3) evaluative. In other words, socialization includes the knowledge of how things are caused
and the establishment of emotional links with the rest of the members of the society.
Socialization, therefore, equips an individual in such a way that he can perform his duties in his
society. Who are the agents of socialization? The agents of socialization vary from society to
society. However, in most of the cases, it is the family which is a major socializing agent, that is,
the nearest kinsmen are the first and the most important agents of socialization. The other groups
which are socializing units in a society vary according to the complexity. Thus, in modern
complex society, the important socializing agents are educational institutions, while in primitive
societies, clans and lineages play a more important role. Socialization is a slow process. There is
no fixed time regarding the beginning and the end of this process. However, some sociologists
formulated different stages of socialization.
Objectives:

After reading this unit, you will be able to:

1. Define and understand socialization, socialization process and types of socialization,

2. Understand different stages of socialization,
3. Identify the functions of different agencies in socialization,
4. Figure out the role and responsibilities of teacher in the socialization.

Meaning of Socialization

1. Socialization is the process whereby individuals are made aware of behaviors that are
expected of them with regards to the norms, beliefs, attitudes, and values of the society
in which they live.
2. Socialization is the means by which human infants begin to acquire the skills necessary to
perform as a functioning member of their society, and is the most influential learning
process one can experience
3. Socialization is a process whereby individuals are made aware of behaviors that are
expected of them with regards to the norms, beliefs attitudes and values of the society in
which they live.
4. Socialization refers to the ways in which people learn to conform to their society's norms,
values, and roles.
5. Socialization is a gradual process of learning. The newborn child is not taught all the
things about social life at once. It proceeds from simplicity to complexity. During the
early stages of life (infancy and childhood) socialization takes place within the 'simple'
limited social world. Gradually this social world becomes broader and broader and the
child is confronted with several things to learn and to adjust.
6. Socialization – the process by which an individual learns how to interact with others and
becomes a member of society. Socialization is a complex, lifelong process. We are all
products of our social experience.
7. Socialization is the process by which children and adults learn from others. We begin
learning from others during the early days of life; and most people continue their social
learning all through life (unless some mental or physical disability slows or stops the
learning process). Sometimes the learning is fun, as when we learn a new sport, art or
musical technique from a friend we like. At other times, social learning is painful, as
when we learn not to drive too fast by receiving a large fine for speeding.
8. Socialization is the process by which human beings as material organisms living with
other material organisms must learn to pattern their behavior, and adapt it to the ways of
acting that are considered appropriate to that society in which they live. Basically, it's
how you learn how to act.
9. Process by which individuals acquire the knowledge, language, social skills, and value to
conform to the norms and roles required for integration into a group or community. It is
a combination of both self-imposed (because the individual wants to conform) and
externally-imposed rules, and the expectations of the others. In an organizational setting,
socialization refers to the process through which a new employee' learns the ropes,' by
becoming sensitive to the formal and informal power structure and the explicit and
implicit rules of behavior. See also organizational culture and orientation.
10. The general process of acquiring culture is referred to as socialization . During
socialization, we learn the language of the culture we are born into as well as the roles we
are to play in life.
11. socialization is a general term for the many different ways and processes by which
children come to be able to function as members of their social community. It is in part a
process of learning and in part a process of being taught, but modern views of
socialization also stress the active role of children in making sense of their social world,
and constructing their own ways of being part of their social group. There are also strong
predispositions, visible even in very young infants, to engage and interact with other
people in preference to all the other objects in the world. Infants seem to be born as social
beings.
12. Socialization is also a long, drawn-out process and in some respects can continue
throughout our whole lifetime: for example when adults find themselves interacting with
 people from unfamiliar cultures. Even when we join a new social group in our own
culture there may be a need to adjust to new ways of behaving.
13. Socialization, the process whereby an individual learns to adjust to a group (or society)
and behave in a manner approved by the group (or society). According to most social
scientists, socialization essentially represents the whole process of learning throughout
the life course and is a central influence on the behaviour, beliefs, and actions of adults as
well as of children.

SOCIALIZATION PROCESS

Socialization is the process by which children and adults learn from others. We begin
learning from others during the early days of life; and most people continue their social learning
all through life (unless some mental or physical disability slows or stops the learning process).
Sometimes the learning is fun, as when we learn a new sport, art or musical technique from a
friend we like. At other times, social learning is painful, as when we learn not to drive too fast by
receiving a large fine for speeding.
 Natural socialization occurs when infants and youngsters explore, play and discover the
social world around them. Planned socialization occurs when other people take actions designed
to teach or train others -- from infancy on. Natural socialization is easily seen when looking at
the young of almost any mammalian species (and some birds). Planned socialization is mostly a
human phenomenon; and all through history, people have been making plans for teaching or
training others. Both natural and planned socialization can have good and bad features: It is wise
to learn the best features of both natural and planned socialization and weave them into our lives.

Positive socialization is the type of social learning that is based on pleasurable and exciting
experiences. We tend to like the people who fill our social learning processes with positive
motivation, loving care, and rewarding opportunities. Negative socialization occurs when others
use punishment, harsh criticisms or anger to try to "teach us a lesson;" and often we come to
dislike both negative socialization and the people who impose it on us.

There are all types of mixes of positive and negative socialization; and the more positive
social learning experiences we have, the happier we tend to be -- especially if we learn useful
information that helps us cope well with the challenges of life. A high ratio of negative to
positive socialization can make a person unhappy, defeated or pessimistic about life. One of the
goals of Soc 142 is to show people how to increase the ratio of positive to negative in the
socialization they receive from others -- and that they give to others. [Some people will defend
negative socialization, since painful training can prepare people to be ready to fight and die in
battle, put themselves at great risk in order to save others, endure torture and hardship. This is
true; but many people receive far more negative socialization than they need, and hopefully
fewer and fewer people will need to be trained for battle, torture and hardship.]

Soc 142 shows that positive socialization, coupled with valuable information about life
and the skills needed to live well, can be a powerful tool for promoting human development. We
all have an enormous human potential, and we all could develop a large portion of it if we had
the encouragement that comes from positive socialization and the wisdom that comes from
valuable information about living. Information about both natural and planned socialization can
be especially useful.
 Our prior socialization helps explain a gigantic chunk of who we are at present -- what we
think and feel, where we plan to go in life. But we are not limited by the things given to us by
our prior social learning experiences; we can take all our remaining days and steer our future
social learning in directions that we value. The more that we know about the socialization
process, the more effective we can be in directing our future learning in the ways that will help
us most.

Because we were not able to select our parents, we were not able to control much of the
first 10 or 20 years of our socialization. However, most people learn to influence their own
socialization as they gain experience in life. It takes special skills to steer and direct our own
socialization, and many of us pick up some of those skills naturally as we go through life.
Having a course on socialization can help us understand which skills are most effective in
guiding our socialization toward the goals we most value.

It is important to know that we all come into life with a variety of psychology systems that
foster self-actualization and favor the development of our human potential. These are the
biosocial mechanisms that underlie natural socialization. We can see and study natural
socialization by examining the socialization of primates and other mammals. Once we under the
natural biosocial processes, we can try to build strategies of self-actualization that are compatible
with the natural biosocial mechanisms we are born with to make self-development as easy and
rewarding as possible.

Soc 142 shows how the natural self-actualization systems operate in everyday life so we
can create as many good social experiences as possible. The study of behavior principles in
everyday life is crucial to this, and that is why John and Janice Baldwin wrote a book with that
name. If we understand the ways to create positive socialization experiences, we can take our
human potential and develop the happy and creative sides of that potential. If we had too much
negative socialization in the past and have learned to be too sad or inhibited, knowledge about
positive socialization can help minimize some of the pain and allow us to build toward a more
positive and creative future.
 The goal of Soc 142 is to help you learn how to be most effective in directing your own
socialization and self-actualization processes toward the goals that you value most. Special
attention will be paid to exploration, play, creativity, wisdom, and positive reinforcement -- five
centrally important aspects of positive socialization.

TYPES OF SOCIALIZATION

These are the main types of socialization.

1. 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.

2. Secondary socialization:

Secondary socialization refers to the process of learning that 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; e.g., entering a new profession or relocating to a new environment.

3. Developmental socialization:

Developmental socialization is the process of learning behavior in a social

institution or developing your social skills.

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

5. 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.

6. Organizational socialization

Organizational socialization is the process whereby an employee learns the knowledge

and skills necessary to assume his or her organizational role.[27] As newcomers become
socialized, they learn about the organization and its history, values, jargon, culture, and
procedures. This acquired knowledge about new employees' future work environment affects the
way they are able to apply their skills and abilities to their jobs. How actively engaged the
employees are in pursuing knowledge affects their socialization process [28]. They also learn
about their work group, the specific people they work with on a daily basis, their own role in the
organization, the skills needed to do their job, and both formal procedures and informal norms.
Socialization functions as a control system in that newcomers learn to internalize and obey
organizational values and practices.

7. Group socialization

Group socialization is the theory that an individual's peer groups, rather than parental
figures, influences his or her personality and behavior in adulthood. [16] Adolescents spend more
time with peers than with parents. Therefore, peer groups have stronger correlations with
personality development than parental figures do. [29] For example, twin brothers, whose genetic
makeup are identical, will differ in personality because they have different groups of friends, not
necessarily because their parents raised them differently.

8. Gender socialization

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).

As parents are present in a child's life from the beginning, their influence in a child's early
socialization is very important, especially in regards to gender roles. Sociologists have identified
four ways in which parents socialize gender roles in their children: Shaping gender related
attributes through toys and activities, differing their interaction with children based on the sex of
the child, serving as primary gender models, and communicating gender ideals and
expectations. [30]

9. 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".[31] 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.[32] Cultural socialization refers to parenting
practices that teach children about their racial history or heritage and is sometimes referred to as
pride development. Preparation for bias refers to parenting practices focused on preparing
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.[32]

STAGES OF SOCIALIZATION

There are four basic stages in the socialization process: childhood, adolescence,
adulthood and age sixty-five and over. During each of these stages of life, people typically begin
to learn and to develop important and useful skills; these skills continue to evolve, carrying over
and preparing each of us for the next stages of life. Very early on, organized institutions and
specific groups of people help us through these four stages. These agents of socialization include
family, school, peers, media, religion and the workplace. Without experiencing the essential
stages of socialization and interacting with the agents of socialization, a person's growth and
opportunity become stunted.

Childhood is the most important stage of socialization. The first thing that humans go
through in life is called primary socialization, in which children develop personality, motor
skills, reasoning, language and most importantly, self-concept. A little later in childhood, they
are introduced to roles, values and norms. Primary socialization is the building block for
socialization throughout the rest of one's life. Without learning and developing these skills early
on, a person is not likely to develop them and therefore, will not have the tools to become an
active member of society. During the childhood stage, the family acts as the most important
agent of socialization. The family provides a nurturing environment that is instrumental in
normal cognitive, emotional and physical development. Interaction with one's family allows a
person to develop language, to learn and refine simple motor skills - such as shoe tying and
eating - as well as to share emotional care and understanding. After the child masters some of the
simple life skills, the parents begin to teach the meanings of right and wrong, obedience and
conformity; ultimately, our parents teach and give us the foundation for the future of our lives.

It becomes clear that without both the childhood development stage and its
accompanying familial involvement, children would be entirely unprepared to survive alone, to
interact with others and to move any further toward the next stage, adolescence. "Genie" is a
famous example of a person who missed out on the childhood socialization process, as well as
the socialization agent of her family, and could never completely assimilate into society. Having
been locked up alone from age two until the age of thirteen, Genie was discovered almost
entirely lacking socialization; she was viewed as practically subhuman. Having been punished
for making noise through eleven years, Genie was unable to communicate verbally and having
been denied human contact, Genie's social interactions were like those of a toddler. Genie was
also denied solid food, clothes, toys and affection. Finally, Genie had spent her life strapped to a
potty seat and so she could not stand, straighten her legs, or run. Once discovered, Genie was
sent to a variety of hospitals and institutions in attempts to socialize her so that she might join
society. Even after years of intensive speech therapy and social interaction, Genie demonstrates
long-lasting effects from a lack of childhood socialization; she can only speak in words and short
phrases and resides in a group home. The absence of interaction - particularly through her
family's speech and guidance - was enormously detrimental to Genie's development and
reinforces the incredible significance of the childhood stage, the socialization agent of family and
their importance in human development.

Adolescence is the next stage in the socialization process; it continues the development
of childhood lessons while, at the same time, setting us up for the socialization that will occur
during adulthood. During adolescence, the biggest development is taking on independence from
one's parents. This dramatic change is noted as anticipatory socialization, during which
adolescents learn about and prepare for roles that they may take on later in life, in the stage of
adulthood. Prevalent examples of anticipatory and adolescent socialization depend on the role of
two agents of socialization, schools and peers. One of the most important things - that families
try to set their children up for during the childhood stage - is the social challenges of school.
Beyond teaching general knowledge, schools teach and reinforce society's culture, values, norms
and ideals. For example, although more freedom of choice has opened up in recent years, girls
are generally swayed toward taking home economics while boys usually gravitate toward
technology or shop. In many middle schools throughout the country, this reinforced some of the
gender norms that were likely learned during childhood and also, seemed to anticipate that girls
would be housewives while men while went out into the workforce. Even beyond typical
subjects and societal norms, schools teach children about following rules, obeying authority and
finally, they are instrumental in introducing us to our peers.
 Our peers have a big role in the process of socialization, particularly during the stages of
adolescence and early adulthood. It is natural for a person to search for acceptance; and so, when
one finds a group of people with whom they can identify, they tend to conform to the norms
associated with that group. Conforming is also known as giving in to peer pressure, which can
lead a person to do a number of things to fit in including, dressing in a certain style, using drugs
and participating in extracurricular activities. While fitting into a desired group may be very
important to the adolescent individual, this may cause conflict with their family, who helped to
shape their personality earlier in life. This, among other conflicts, exemplifies the difficulties of
adolescence, particularly with finding oneself and separating from one's parents.

The third stage in the socialization process is Adulthood. At this stage, people are likely
to be fully prepared for what they will face in life, given their anticipatory experiences during the
previous two stages. Although anticipatory socialization exists to prepare us for what will most
likely be our future role in society, we must go one step further and enter into the "real world."
We will most likely get a job forcing us to go past anticipatory socialization and through
professional socialization. This process prepares us for a job by providing the knowledge and
cultural background to be successful in our respective work environment.

The workplace is the final ordinal agent of socialization. Most people spend a large
portion of everyday at work for many years. People are socialized by their workplace in different
ways depending on their occupation. For example socialization as a construction worker is much
different from the professional socialization one would encounter as a businessman. A simple
difference can be seen in the dress code of each job. They are drastically different, with the
construction worker wearing jeans and a t-shirt while the businessman is expected to wear a suit.

The fourth and final stage of socialization is referred to as age sixty-five and beyond. In
our society, many people enter the world of retirement around the age of sixty-five; entering into
retirement can also be called a role exit or referred to as leaving an important social role. This
stage of socialization is much less important to the individual, as it does not really set them up
for the next stage of their life and in most cases, retirees take up hobbies just to occupy their
time.
 AGENCIES OF SOCIALIZATION

Agencies of socialization are categorized into two as primary and secondary. Primary
agents familiarize a child to the society and family is a crucial primary agent of socialization.
Secondary agents or agencies familiarize a child to an organized place or institution and it is
more systematic than primary agents of socialization. The best example is none other than the
school wherein there is a particular set of rules and regulations to be followed. Family, school,
peer groups, mass media, education institutions, work places, religion and politics are key agents
of socialization.

FAMILY

Family is the most important and crucial institution of socializing a child. Soon after the
birth, a child has to be with the mother and the child learns particular behavioral patterns from
her. Of course, this is a crucial experience in his life. Subsequently he learns to interact with
other members/individuals in the family. Activities such as sucking milk, smiling, carefulness
and tottering are important in primary socialization. The infant gets fulfilled all physical and
psychological needs within the family itself.

Child rearing practices such as nutrition, sleeping and use of toilets are to be trained at
home. However, all these practices keep changing from society to society. In Asian countries
these practices are experienced with simplicity and relaxation on the contrary rigid practices are
followed in western countries since in western countries such as Britain, France, Germany, etc,
the mother does not be with the child for a long period of time. However, Asian mother stays
with the child for a long period in comparison to western mother.
In addition to child rearing practices, rewarding, threatening, punishing, bargaining and pleading
help to socialize a particular child. Intention of all these methods is to make the child conformed
to the society.

As far as sociologists are concerned, early childhood experiences affect the personality
development. Both love and affection of parents strongly influence the development of his
personality. At the same time, lack of warmth, love and affection form an affectionless figure or
personality. When a particular individual has both over-affection, he becomes an unbalanced
character. The individual who has the excessive love and affection is not self confident while
who is rejected can be harmful to the society.

School
The school is another important and crucial agent of socialization. The child who has been with
the family for years extends his relationship with the outer society through school. The child
receives his school education from six to eighteen years. The school is known as a micro system
and it is an institution where learning takes place and individuals develop. The school provides
the intellectual and social experiences from which individuals develop knowledge, skills,
customs, beliefs, interest, and attitudes that characterize them and shape their abilities to perform
adult roles.

However, provision of good members to the society is the objective of education. Subject
knowledge which is being taught by a set of teachers is exclusively a new experience.
However, just after the admission to the school emotional bond and relationship the child had
with the family and its members keeps reducing. The child is able to develop his skills through
the new environment. At the same time he has the ability to identify the school as a place where
his ideas and activities are appreciated and admired. The rewards he receives as appreciation,
commendation, etc, may influence over the formation of his personality.
Imitation affects the formation of the personality of an individual. The child has the opportunity
to associates closely with the teacher in subject oriented activities and in extra curricular
activities. He is motivated to imitate his teachers. The personality of the child is formed by
following and imitating not only external characteristics of teachers such as accent, behavior,
handwriting, etc, but also their ideas and opinions as well.
Peer groups

A peer group is a social group consisting of people who are equal in such respects as age,
education, or social class. Friendship groups and age grades are also known as peer groups. In
course of child's growth, he is motivated to be with the friends of his age. It is mainly prominent
from teen ages to adulthood.
The socialization that takes place with peers is different from those of the family and school.
Similar tastes, likes, dislikes and ideas influence of the formation of such groups. Those who like
sports and music get together and form into groups is such an example. In peer groups, the child
acquires a greater understanding in respect of conforming to laws and regulations. The child who
does not conform to standard laws and regulations is rejected with ease from his group. Not
being able to abide by the rules and regulations of the sports team and being unable to obey the
order of its leader may be subjected to ejection.
According to ideas and activities of the members certain controlling methods such as
commending, accepting, punishing or rejecting are operative within a group. Children who are
disobedient to their children may be subjected to ideas and control of such groups. Peer groups
are important as a place wherein an individual could discuss certain issues, problems and matters
which cannot be discussed with their adults in the family or school. Owing to movement with
peers, a particular individual is able to solve certain problems. Socialization takes place by
imitating the individuals who are appreciated by the peer group as well. Things such as accent,
fashions, hair styles, ways of behavior, etc, are often imitated.
In peer groups, there may be certain notions that are mismatched with the norms of the adults. It
can be a reason for creating conflicts between the two groups. now and then there are situations
in which such groups formed can be mismatched with the society and culture. A friendship group
abusing intoxicants or drugs is a group which is incompatible with the culture of the society. The
socialization takes place by peer groups may strongly affect the formation of the personality of
an individual.

Mass media

Theorists, like Parsons, and textbook authors, like Ely Chinoy (1960), and Harry M. Johnson
(1961), recognized that socialization didn't stop when childhood ended. They realized that
socialization continued on into 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 so as to respond to commands and act 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, was becoming more significant as a
social force. There was concern about the link between television and the education and
socialization of children, a concern that continues today, but when it came to adults, the mass
media were regarded merely as sources of information and entertainment, rather than molders of
personality.

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 behavior as
represented by the media. An alternative view is that it is a learning process whereby we all learn
how to behave in certain situations, and with the expectations which go with a given role or
status in society. Thus, the media are continually offering pictures of life and models of behavior
in advance of actual experience. -McQuail 2005: 494)

However, the most important agent of socialization for the development of the child is the mass
media. The Mass Media are the different processes that facilitate communication between the
sender of a message and the receiver of that message. It plays an important role in the
socialization of children. In fact, there are many types of media; these include newspapers,
magazines, radio, films, CDs, Internet, and television. These kinds of media, especially
television, affect children's and adult's behavior in different ways.
Having the mass media as one of our major agents of socialization could be very hard on our
society today. When watching different TV shows seeing all those actors and actresses with
these great figures hurt many people in the society today. In other ways watching TV could be a
good thing when an actor or actress is on TV in different shows or music it could bring many
good things like being a role model for an adolescent teenager who wants someone to looks up
too. Having these agents is a great guideline for people who want to start with a great start with
their children or wants to be a good communicator.
The average family in the United States has at least one television turned on for at least seven
hours a day. Television is the biggest mass media in a country and has positive and negative
aspects. There are some programs which are very helpful with lots of information for the
children. For example; on channel thirty-three, there is a good program called "Dora, the
Explorer". Children can learn to speak Spanish and also do things such as singing, standing up
and pronouncing words in English. On the same channel, there is also a program called "Blue's
Clues". In this program, children learn how to think, sing and discover clues. When children
watch these programs, they are not the same people anymore because they can become more
knowledgeable. These programs are very good because they change children's minds and make
the children different from what they were before.
However, there are also television programs that affect children negatively. For instance; on
channel eleven, there is a dreadful program that is bad for the children; it is called "Jerry
Springer". This program should not be shown on TV because it has a lot of fights and vulgar
language. "W.W.F" is another negative program, which has too much violence, and
unfortunately children love it. Children should not see these kinds of programs because children
tend to imitate the fighters. In addition, there are some movies that have a lot of violence and bad
words and children love these kinds of movies. Children like and learn how to use knives, guns
and explosives because they see it on TV. Sometimes children take the role of their superheroes
in real life because they see their favorite actors using these weapons. For example; when
children watch the actor stealing a car on TV, they learn from it and they also want to steal
because they want to be like their superheroes. In my response, I would like to say that television
has an enormous effect on children. However these effects can be either bad or good.

Other agencies of socialization

People are also influenced by other agencies of socialization as well. The other most
predominant agent amongst them is religion. Religion or religious conviction forms social and
cultural patterns for individuals. The manner the Muslims dress is not the way for other religious
groups. Any religion inculcates moral values such as love and compassion for others. Religions
do not permit anyone to engage in adultery and theft and robberies.
Also, scouts, youth organizations, the military and employment settings are some agents of
socialization. In some countries the military training is even given to ordinary youths recruited
for some other professions since it helps to produce individuals with discipline.
ROLE OF SCHOOL IN SOCIALIZATION

School is an important part of the society. It is known as social organization because it is the
school which provides an exposure to educands and it prepares the students to occupy social
roles according to their capacities after receiving the school. School is considered a sa second
home for for students because it is a school where in students passes most of the time of his day
and this is utilized in form of learning. Every educand learns about social life, social norms and
social believes etc..and he will be produced as a social being. So in OS in the process of
socialization school plays a very significant role. Its functions are as under.
The first and the foremost function of the school is to transmit knowledge and skills to the
younger generation. So in the process of socialization the younger generation can utilize the
knowledge and skills. They are become aware about social rights, rules, regulation and social
believers so that they live according to their own ideas and knowledge. The agricultural
institutions tell the sons of cultivators about better means of cultivation. All schools impart
knowledge of 3rs I.E., Reading, Writing and arithmetic which help students to skillfully manage
the household affairs and also matters concerning everyday life. These 3rs are converted into 7rs
i.e. reading writing, arithmetic, relationship, responsibilities, recreation only through school
education because school education which make educands familiar about social responsibilities
as a social being. They develop thinking skill so recreation lies in their behavior.
School keeps the moral power of the society, secure and also maintain social heritage of the
society. This social heritage is handed on the following generation by the school. So it brings
awareness in an individual about moral power of society and social heritage. Ex. Have a skit
related to society.
School protects the historical continuity of society. It performs the function of acquainting the
new generation with ancient myths and legends and maintaining the patterns of behavior in the
form of traditions and customs. So students become aware about ancient myths and legends and
behavior thereby they behave in a particular social way. Ex. By performing drama.
The school is like a family, a social; institution which socializes the individual and provides him
some experience in social control therefore , the individual will learn to accept the kind of social
control that is imposed on him in school and will also demand similar social control from society
for this reason , there is a great insistence in democratic countries that the atmosphere in the
school should be democratic and we find the democratic climate in school around us which
acquaints students with democratic norms of social control which is very important in the
process of socialization. Thus students learn how to live with democratic norms and how to
behave with each other which help in the process of socialization.
School fosters all round development of personality Students, physical, mental, emotional and
social . School involves all students in different co- curricular activities so that students develop
physically, mentally and socially. Eg. Curricular activities like Puzzles, games, group discussion,
sport related to the curriculum. Which develop students physically, socially and mentally
thinking skills and co –curricular or extra activities including debate, elocution,
competition, drawing etc.. develop individual differences and particular skills to educands. They
also develop social leadership qualities other political leadership traits etc..which indirectly help
every individual to be asocial being that mean every individual are socialized by such activities.
The school provides social environment before children by organizing students inions, social
service camp social functions and parents- teacher association etc.. So that all the socially
desirable values namely sympathy, co- operation, tolerance, social awakening and discipline in
them so school develops social dealing in all children.
School works under the light of social ideals and develop the child with reference to such ideals
and aims. School encourages children to come in active contact with the libraries and youth
welfare countries organized by the community or Govt.
The miniature school life is brought into active and lively contact with wider world out-sides that
means school provides a conducive climate. The head masters and teachers allow freedom to the
students which make them more responsible. They impart knowledge of social customs and
traditions and develop values of society among students.
The author’s upbringing was not only owing to family socialization but also equally as a result of
formal schooling and social institution attached even after writing this paper. While being a
student at primary school, the writer was actively involved in scouting and so one should grasp
some of the reasons for his future perception, development and decisions. This involvement
would see him responding to authority with respect irrespective of age, physical structure and-or
status. We (all the scouts) would attend school earlier than the other students for flag raising
ceremony every Monday morning, the ceremony would span approximately forty-five (45)
minutes and for the duration of the programme we would stand upright with reverence while
other students close were mobile and migrate from topology to another with great ease.
Attending secondary school, on the other hand, because the system was so structured, we
respected authority by indoctrination, punishment, and ‘culturalization’. In that, there were a
number of bodies that represented the teachers and were vested with the authority to maintain
discipline and proper functioning of the school environment. Even when the teachers were
absent, the structure was frequently upheld through class captain, students’ council
representatives and prefects. All forms of authority groups within the school system were
specifically designed so that they reflect the various positions in our society. Formal schooling
through those agents previously mentioned provides the background for children to capture the
values, norms and beliefs of political socialization.

In retrospect, many of the author’s peers who attended a particular non-traditional secondary
school, although we were of the lower strata of the class structure, wanted our teachers to be
proud of our future accomplishment. The writer was from a class of twenty-five (25) individuals,
to which today: Five (5) persons are teachers, ten (10) are clerical personnel and two (2) persons
are professional athletes.

It would be simplistic and one-dimensional to postulate that all individuals who passed through
the gates of Vauxhall High formerly Vauxhall Secondary School were properly socialized by the
school or for that matter the family as mass theorizing on socialization may want people to
conceive. But, it is equally true that although all the students from that institution were brought
up by the same agent of socialization (the school), some of the pupils were rebellious, deviant
and anti the structure as they considered this to be oppressive and barbaric. As such, a few of
them have angrily rebelled against the state as there way of expressing their dissatisfaction with
the agents of socialization. Even though those persons may not be considered as a part of the
typically averaged socialized persons, their position in the author’s perception is usually the
catalyst for the socialization process to be re-analyzed for effectiveness.

The importance of the school as an agency of socialization can be divided into three subtopics:
the school and society, the classroom, and the teacher. When children begin school it is usually
the first time that they come under the supervision of people who are not their relatives. It is
likely that the school is the first agency that encourages children to develop loyalties and
sentiments that go beyond the family and link them to a wider social order. The school as an
agency of socialization should be recognized as the first organizer of social relationships (Elkin
& Handel, 1978). The classroom is often seen as a place where the child is easily faced with
socializing amongst peers. Since most of the things that children do in the classroom are done in
the presence of their peers, they have to learn how to deal with a more formalized group
situation. Parental expectations and perceptions of their children’s development of both cognitive
and motor skills serve to affect the transition to the school environment (Coates & Wagenaar,
1999).

Humor in the classroom touches on socialization, one of the major functions of schools: to
acculturate knowledgeable, understanding, compassionate, and empathetic new members to our
society (Freda & Pollack, 1997). The teacher also plays an important role in the social
development of the child. If one of the tasks of adolescence is to achieve a balance between
conformity and rebellion, then the role of the teacher is an important one in assisting children as
they attempt that process. When teachers confront a negative student with humor, they often find
that this use of humor is an effective way to diffuse the student’s anger and hostility. If a teacher
and student can laugh together, they can most likely work together and also plan together.

Teacher as a Role Model

Schools are one of the first places where kid’s behavior and future educational success is shape.
Teachers are carriers of either positive or negative behavior toward students. The reason why the
first years of school are so critical is because kids learn the base of their educational life. I
believe that teachers must love their career in order for them to pass enthusiasm, to assists, and to
provide a warm environment to the students. In my opinion teachers are the second mothers for
the students because students spend a lot of time with their teachers. At the same time. I believe a
real teacher becomes through many years of training and experiences in the field. The same way,
mothers are not born being great mothers but as their experiences with their kids expands they
become experts on the field. We know that mothers look the best for their kids and one of their
goals is to raise their kids so they can become professionals and pioneers for the society. Some of
the mother’s role toward kids is to give them care, love, respect, lead, instruct and to try to form
a safe and pleasant environment at their homes. Are these attitudes of the mothers toward their
kids related to what the role of the teacher should be with the students in the classroom? If not,
what should be the role of the teachers then?

I believe that a teacher is someone who becomes through many years of training and experiences
in the field. I have not found a teacher who is an expert the first day of their profession. I believe
that is urgent for everyone who is a teacher or is planning to become one to get prepare in the
field the best they can. All teachers who get prepare will know how to set up rules in the
classroom. Those kind of teachers will probably have less problems in their classroom because
they will be able to control the classroom.

There are all types of teachers some are better than others. Through my life I had some
professors who were well prepared and some who were not. I had some teachers who just came
into the class and stared teaching. They did not get involve with the students. I rarely talked to
them. Those teachers did not showed any concern about what the students were feeling. One way
for a teacher to get students involve in the classroom is to ask them questions. I remembered
there were some students at the class that were shy including me who did not have the chance to
get involve in the class or to participate. Therefore, I believe the way students act depends on the
teacher’s attitude. That is why I strongly recommend all teachers to invite the student to
participate in the class. It is very important that teachers encourage students because students
will benefit from it.

A teacher carries a big responsibility in her classroom. One reason is that all students depend on
her/him. Everything the teacher sys will have an impact on the students. If the teacher feels joy
of feels anger, it will be spread among children because the attitudes of the teacher gets
contagious. If the teacher laughs, students also laugh, why? Because teachers are responsible for
the social behavior in the classroom. If something goes wrong the only responsible is the teacher
even if it was not their foul.
The teacher must create a warm and protective environment but at the same time professional. If
students feel secure in the classroom the result will be shown in the academic progress. A good
star could be a mutual trust with each student. Teaches have the responsibility to know his/her
students in the classroom. Each day, the teachers show one of their attitudes that the students are
unaware. Also, the students do the same in order for the teacher to get to know them, too. This is
a good exercise to do because it benefits the whole class to break the ice. The first days most of
the students are afraid of the teacher because they do not know how is the teacher’s personality.
It will change until the point that the teacher and students discover to have common hobbies with
each other.

I think that school is a place where one goes to learn but I also believe that there should be times
where fun is a necessity. That is why I think that a teacher should also have fun with the
students. Kids learn faster when they feel attracted to an exciting lesson. Teachers must not
forget that kids get born fast that is why creative lessons must be plane ahead. There should be
interest in what people want to learn says Mr. Spayde in his article “Learning the Key of Life”
(59-62).

I believe a teacher should also be someone who guides student rather than someone who is a
totalitarian in the classroom. The teacher needs to show respect toward the students so the
students also respect the teacher. Teacher must not forget the s/he teaches to different students
who brings different students who brings different traditions and customs because the students
come from different backgrounds. “One of the keys that is useful for teachers is to understand
and accept the way students are acting the way Thomas says in his article “The Mind of Man”
(120-124) Therefore, teachers need to create a curriculum that guides students to a path of
success. Consequently, they need to receive guiding depending on their students need.

Sometimes, the teacher’s caring attitudes could have a long positive or negative influence on
students. Student’s self-esteem could be lift up because it could create ambitions in their minds
for future academic success. As Mike Rose explains in “Lives in Boundaries” that an educator
must be an open mind person that must respect the students diversity and give love and caring
attitudes toward students. I believe that is crucial to make students believe in themselves. One of
the roles that a teacher carries is to encourage students in the issues that bother them about
school in their personal life. It could make a big difference in the student’s life if he/she is lift up
to keep going and to not let anything put us down. Psychologically, students could be affected if
they have problems with their teachers. One of the results could be that students will avoid going
to school. As professional teachers, we do not want any conflict with the students.

Sometimes, the behavior of students demonstrates that something is not going right. Therefore, I
think teachers must pay attention to any suspicious sings that could bother the student. As
teacher is our responsibility to find out what is going on with the students in the classroom. Kids
deep in their hearts feel that teachers could help them but sometimes they are afraid to ask the
teacher. This issue that I see almost everyday at the school were I work as a teacher’s assistance.
The students prefer to talk to their friends about their problems and sometimes teachers are the
last person to find out about the problem. Sometimes is the teacher’s foul that students do not
seek his/her help because sometimes the teachers do not form a bound of communication. The
teachers must let students know how she feels when students do not trust her maybe it would
help students to change their minds about telling the teacher his/her problem. One of the teachers
that I work with is one of these persons. Students do not seek for her help but they rather look for
my help instead. I help them in everything I can but sometimes it gets really hard for me to know
what to do. I believe that she is with her students. I do not see that she has a connection with the
students.

I believe, that teachers need to think about what are the students feeling. As teachers, one good
way to do this is to look back in our school years and remembered what we went through when
we were students. We will realize that most of the kids have problems with their teachers. I do
not believe that there are students who have not encounter a problem with the teacher. Therefore,
I do not think there is a perfect relationship between teachers and students because the
relationship of teachers and students is perfect. Therefore, teacher’s priority should only be the
benefit of the student’s feelings.

Often, there is a debate about if a teacher should be a role model for students. Teachers are
respect by society because they are view as knowledgeable about different subjects of school. I
believe that even if teachers do not like to be point out as being role models I certainly think they
are. Teachers have the qualities to be or become role models for students. Why? Because most
teachers respect, love, care, instruct, and guide their students to become a successful person.
Students view teacher as being wise therefore they look up for them. Students know that if they
need something they just need to ask them. Kids learn from every lesson the teacher gives.
Therefore, I believe that a teacher have an enormous responsibility on his/her actions. Even if
teachers are considered to be role models I believe they still make mistakes. It is normal to make
mistakes because is our nature of being humans. At the same time, students should not look to
their teacher to copy them but rather to compare and to see the mistakes to not do them in our
lives. Students should concentrate in doing their work and being proud of the way they are.

All teachers have the key to provide a good environment for the students. The benefits of having
a pleasant environment are for the teacher and students. But before that happens a teacher needs
to be well prepared in order that the students receive the best treat. It is essential and crucial for
teachers to be prepared because the first years of school are very important for the students. The
future education success of the students depends on their first years. It’s never late to star a
bound of a relationship between teacher and students. Consequently, the contact of the students
with the teacher is an everyday act. Even though, there will be some days in which students will
have impropriate but other days where there will not be a problem at all. As humans, sometimes
teachers do things that are not correct however we always have another chance to do it better. In
conclusion, I strongly believe that teachers need to show respect, caring, become role models,
make a pleasant environment, treat students right, instructs them but not be totalitarian, and
guides them through the road of success. The only who gets the benefits are the students and
sometimes it could be a negative or positive. Throughout my life I have learned valuable lessons
from great teachers but I also had negative impact in my life as well.

A teacher is someone considered as an ideal self or a role model by children. Children see these
role models in their parents and also in teachers. Both have a powerful and lasting impact on the
behaviour and attitudes of children. It is difficult to say when this influence starts and when it
actually stops. What we know is that impressions formed throughout the school years last a life
time. It is therefore very important that teachers demonstrate qualities that impress children and
they become examples of ideal self for children.
Teachers have a responsibility to demonstrate highest examples of acceptable behaviour, be it in
class or outside the classroom. In other words teachers must walk the talk. In classrooms we
impart knowledge to shape young minds, their attitude, their beliefs, values and their current and
future behaviour. Our objective should be to produce goods citizens well-grounded in Islamic
teachings, values, culture and beliefs- ready to be a member of a responsible society.

We know the lasting, deep and permanent impressions formed by teachers on young minds. So
what are the qualities or attributes that we would like to see in teachers who are in charge of
influencing or modelling our children?

How do we become role models as teachers? There are a number of ways that we can act as role
models. For example, punctuality is something that we all should value. A teacher who is
repeatedly late to classes will find it difficult to convince the students on the value of this
behaviour. Similarly a teacher is who appears ill-prepared will find it hard to convince the
students on the importance of being organized.

To be a successful role mode, teachers must demonstrate highest examples in a number of

attributes.

Honesty is a key attribute that excellent teachers possess. Teachers must be honest in all the
interactions and dealings with children. Teachers should never discriminate among children or
play favouritism. These are two highly undesirable behaviours that all successful teachers must
avoid at all times. A teacher who is seen to be discriminatory or favouring certain children is
eroding the motivation and the respect of other children. Such teachers will find it difficult to
discharge their responsibilities and earn the respect of the children that are in their care.

Another quality that we seek in successful teacher is affection. Being human beings we all need
love and affection. Children are no exception. Hence, teachers must be affectionate to all the
children in their care. It is said that it is the love and affection that children get in this stage of
their life that makes them lovable and affectionate human beings later in life.
A third quality of a good role model is that teachers should know his or her subject matter.
Children expect teachers to be a source of knowledge and information. This is an attribute that
cannot be under estimated. Children by their nature have a longing for learning and seek answers
for various questions. Teachers should know that children do not take much time to assess the
capacity of a teacher. Hence, the teachers must be current with their knowledge and information
through continuous learning and development and by being prepared to class. A teacher should
never pretend to know the answer for something he or she does not know. This could be seen as
an example of being dishonest. Teachers who admit their limitations will also be teaching
children the value of being honest and the importance of accepting human limitations, instead of
simply justifying their own actions or behaviour.

A good role model also should respect and be appreciate of the problems that children go
through in their life. Many children bring into classrooms problems that take place elsewhere.
Good teachers should be willing to listen to children’s’ problems and be willing to offer
guidance and help wherever possible. In cases where a teacher is unable to provide further
support, a teacher should encourage seeking professional help either in the school or externally.
When children know that they can trust and confide in the teachers, they develop confidence and
try to address their problems, instead of keeping the problems to themselves. This is very
important for the emotional well-being of the children and makes them motivated learners.

Also, in a tech friendly world a teacher should be a role model for acceptable use of
technological equipment such as mobile phone. Technology tends to break the traditionally
accepted norms and behaviours in society. For instance, playing music on a bus/ferry loudly is
unacceptable as it tends to disturb the privacy of others on the bus/ferry. Likewise, talking loud
or simply using the mobile phone in a certain space can be a nuisance to the others who use/share
the same space, e.g. a hospital ward.
SUMMARY

At last we have the ability to come to a conclusion that the socialization is the persistent
process of familiarizing individuals to the society. Socialization provides an understanding in
respect of society and culture in which the individual lives and also helps to form his personality.
The institutions that make the individuals familiarize to the society are known as agents of
socialization. Amongst them the primary socialization is done by family influences the formation
of individual's personality. In addition to it, school, peer groups, mass media, religion, work
place and politics influence in forming a particular individual's personality.

SELF ASSESSMENT QUESTIONS

1. Define socialization. Why is it important for the human beings to study the same?

2. Distinguish between different types of socialization.

3. How do different stages of socialization influence the developmental stages of a child?

4. Discuss in light of the education, how do schools influence the children in bringing up

their socialization process?

5. How do teachers positively act as role models in the society?

 BIBLIOGRAPHY

1. Giddens, A., (2006) Sociology, 5th Edition. Polity Press, Cambridge.

2. Haralambos, M., and Holborn, M., (2004) sociology: Themes and Perspective Collins
Education, London.
3. Robertson, I., Sociology.

4. Clausen, John A. (ed.) (1968) Socialization and Society, Boston: Little Brown and
Company.

5. Hurrelmann, Klaus (1989, reissued 2009) Social Structure and Personality Development.
Cambridge: Cambridge University Press.

6. Parsons, Talcott and Bales, Robert (1956) Family, Socialization and Interaction Process,
London: Routledge and Kegan Paul.

7. White, Graham (1977) Socialisation, London: Longman.

8. Hughes, D., Rodriguez, J., Smith, E., Johnson, D., Stevenson, H. & Spicer, P. (2006).
Parents' ethnic-racial socialization practices: A review of research and directions for
future study. Developmental Psychology, 42, 5, 747-770.

9. Bester, G. (2007). Personality development of the adolescent: peer group versus parents.
South African Journal of Education, 27(2), 177-190.

10. Macionis, John J. "Sociology: 7th Canadian Edition". (Toronto: Pearson, 2011), 120-121

11. Parsons, Talcott and Bales, Robert (1956) Family, Socialization and Interaction Process,
London: Routledge and Kegan Paul.

12. Coser, Lewis and Rosenberg, Bernard. (1957). Sociological Theory: A Book of Readings.
(Second ed). New York: The McMillan Company

13. Durkheim, Emile. (1950). The Rules of Sociological Method. New York: The Free Press.
14. Macionis, J, J. & Plummer, K. (1998). Sociology. New York: Prentice Hall.
15. Coates, R. D., & Wagenaar, T. C. (1999, Winter). Race and Children: The dynamics of
early socialization. Education, 120(2), 220-236.

16. Elkin, F., & Handel, G. (1978). The child and society: The process of
socialization (3rd ed.). New York: Random House.