Objectives

At the end of this lesson, you should be able to:

 define and explain the different concepts regarding enculturation and socialization,
 discuss the development of one’s self and others as a product of enculturation and socialization, and
 prove that identity, disciplines, and aspirations are necessary for the development of personal and cultural
identity.

Enculturation and Socialization

Society is different from culture. There are many

cultures within a society. While members of
society share many of the same expectations and
experiences, the cultural groups create ones that
differentiate them from others in society.

Enculturation

 the process by which an individual

adopts the behavior patterns of the
culture in which a person is immersed

Socialization

It is the process through which people learn to

understand the societal norms, expectations and
values as members of society.

Identity Formation

Identity formation starts when one learns to

socialize and be aware of the culture, behaviors,
language, morals, and norms of where he or she
belongs in. However, as a person grows, he or
she learns to make his or her own set of beliefs,
values, and morals. This is how a person develops an identity. This is what makes a person different from others.

Identity

Identity is what makes a person distinct from others. It

is the total knowledge and understanding of an
individual about who he or she is.

Types of Identity

1. Personal

 the concept an individual develops about himself

or herself
 the sense of oneself as a distinct or unique
individual
 may depend on the age and circumstances of a person

Example: Rolen is an African girl. She is the most quiet student in her class. She believes that time is gold, so spends her
free time studying her lessons.
2. Cultural

 the identity of the culture to which a person belongs in

 the feeling or sense of belongingness to a group
 a collective sense of companionship that involves the same beliefs, interests, and fundamental principles of living

Example: In the Philippines, the Agta tribe has been practicing a unique culture for centuries. Old men wear the bahag,
a unique style of clothing. They prefer to stay in the forest than to stay in lowlands. They mainly look for natural food
sources.

Discipline

 a way of behaving that expresses a willingness to obey rules or laws

 behavior that is judged by how well a person follows a set of rules or orders

Kinds of Discipline

Discipline is categorized into different types.

1. Discipline of Nature or Reality

A person meets this kind of control every time he or she tries to do something. A person learns to do
things on his or her own without the supervision of others.

Example: Ryan rented a bicycle near his town. He does not know yet how to ride the bike. He fell many
times, but he did not stop trying. He was so motivated to learn how to ride the bike that he tried to learn
on his own, and eventually, he was able to ride it.

2. Discipline of Culture or Society

What this discipline instills in every culture is distinct, different, and unique. A person learns according to
what he sees in his society or his culture.

Example: Mika wears the trendiest dresses these days. She wears them so she can be “in” with the latest
social trends.

3. Discipline of Superior Force

This discipline is the opposite of the discipline of nature or reality. In this training, a person learns
through supervision and guidance.

Example: A single mother raised Patricia. Her mother always reminded her not to fall in love because of
her personal idea that men are cheaters. Even if Patricia does not know how it feels to be brokenhearted,
she does not entertain any suitor.

Development of Personal Identity and Aspirations

Personal identity develops in many ways, depending on preferred directions.

 It may be through enculturation and socialization.

 It may also come through observation of a role model.
 You tend to imitate a successful person that leads to changes in personality.
 Your personal identity may change and eventually, you may develop a clear sense of yourself.
 Aspiration is a strong desire and ambition with which someone is motivated to work hard.

Example: Rico at 20 years old identified himself as a happy-go-lucky guy. He might discover that, at 35 years old, he is a
different person. Perhaps he is living a good life with his family. He would like his children to have a comfortable life in the
future.

Keypoints
 Enculturation is the process by which an individual adopts the behavior patterns of the culture in which an
individual is immersed.
 Socialization is the process through which people learn to understand the societal norms, expectations, and
values as a member of the society.
 Identity formation starts when you learn to socialize and be aware of the culture, behaviors, language, morals,
and norms of where you belong in.
 Identity is the total knowledge and understanding of a person of who he or she is.
 Discipline is the control that is gained by requiring that rules or orders be obeyed and punishing bad behavior.
 Aspiration is a strong desire and ambition with which someone is motivated to work hard.

Objectives
At the end of this lesson, you should be able to:

 define and explain different concepts of norms and values,

 discuss the relations and functions of norms and values, and
 prove that norms and values are essential factors in the development of one’s self, others, and the community as a
product of enculturation and socialization.

For society to function well, it must be guided by cultural principles of behavior to maintain stability, peace,
and harmony. Every society has its set of accepted norms and values of its culture that is socially accepted.

Norms

Norms are standards or sets of accepted behaviors that a person is expected to follow or exemplify in the society
where he or she belongs in. It pertains to specific guidelines of conduct in society that guides its members on how to act in
particular situations.

Classification of Norms

Norms can be classified in many ways. Norms

are either formal or informal.

Norms are also categorized by their relative

importance to society. This classification is distinguished
from the intensity of feelings they initiate and the
consequences that flow from violations of them.

Folkways

They are the customs of people that came from repetition and routines.

Examples:

 the practice of waiting in line

 courtesy to older people
 Mores

 stricter than folkways

 determines what is the moral and ethical behavior
 dictates what is right and wrong

Examples:

 religious doctrines such as the prohibition of pre-marital sex

 the belief that forms of discrimination and suppression are unethical (e.g.racism and sexism)

Taboos

 very strong negative norms

 strict prohibition of certain behaviors that society holds firmly
 violating it results in extreme disgust or expulsion from the group or society

Examples:

 cannibalism
 incest

Laws

 formally instituted by the government

 exist because its violation can result in injury or harm to other members of society
 impose sanction on people who disobey the authority

Examples:

 curfews for minors

 laws against domestic violence

Values

Values refer to the abstract idea of people about what is

necessary or worthwhile. Values are general guidelines that are
fundamental parts of our lives. They stand for the things we
believe in. Most of the values we have are learned from family,
friends, school, media, and other sources in society.

Classification of Values

Values can be classified into two types.

1. Individual Values

These values are those that are connected with the development of human personality.

Examples: honesty, loyalty, honor

2. Collective Values

These values are those that are connected with the development of unity in the community or society.

Examples: equality, justice, solidarity

Functions of Social Norms and Values

Values are general guidelines which govern our daily behavior. They are the guidelines for our judgments, thereby
playing a vital role in the maintenance
of stability and harmony in society.

Norms are specific guidelines which

allow us to function or act
appropriately in society. They are a set
of behaviors that is perceived to be
acceptable to its members. Following
norms results in social order and gives
a feeling of security, safety, and
harmony.

Keypoints
 Norms are the standard or accepted behaviors that a person is expected to follow in society. They are either
formal or informal.
 Norms are also classified by their relative importance to society. They are folkways, mores, taboos, and laws.
 Values may be explained as measures of goodness or desirability. They are classified as either individual
values or collective values.
 Values provide the justifications for accepting or rejecting specific norms.
 Norms and values are critical factors in the development of one’s self, others, and the community as a product of
enculturation and socialization.

Socialization and Enculturation

Society is different from culture. There are

many cultures within a society. While
members of society share many of the same
expectations and experiences, cultural
groups create ones that differentiate us from
others in society.

Socialization

It is the process through which people learn

to understand the societal norms,
expectations, and values as members of
society.

Enculturation

It is the process by which an individual

adopts the behavior patterns of the culture
in which a person is immersed in.

Statuses

Our society is guided by a network of similar

statuses and roles that govern human
interactions that we call social
structure. It also refers to the manner in
which society is arranged into predictable
interactions.
Status

 describes the position an individual occupies in a particular setting, in a group, or in society

 defines and clarifies the rights and obligations expected from a person

Example: a farm boy, a teacher, a human rights defender

Classifications of Statuses
There are three kinds of statuses.

1. Ascribed Status

 a position a person holds in a social system that one attains involuntarily or by birth
 inherited and not based on the person’s abilities, accomplishments, or efforts
 can be rigid and unchanging since it is given to a person when he is born and is often involuntary

Example: a Filipino national, a male or a female, a king or a queen, a son of a vendor, a firstborn

2. Achieved Status

 a position one holds in a social system that one attains based on merit or effort
 acquired due to unique skills, knowledge, or abilities, and are based on standards that can be controlled
 a position that has been earned or chosen and is mostly dictated by abilities, skills, and life choices

Example: a student, an employee, a doctor, an artist

3. Master Status

 the greatest role in a person’s life that determines social identity and general position in society
 can be based on any status, such as gender, ethnicity, economic status, religious or spiritual tradition,
employment status, or family responsibility such as a parent or grandparent
 may come with a sense of prestige for somethe consensus from the community around them that a status is to be
desired

Example: a CEO, an activist, a Pope

Roles
 expectations that are set for a
person given the status he or
she occupies
 pertains to the norms,
behaviors, values, and personal
characteristics that are attached
to the status of the person

Examples:

 Status: student

Roles: attending classes, studying lessons, communicating with the teacher

  Status: teacher

Roles: teaching, giving feedback, assessing or evaluating the performance of the students

 Status: call center agent

Roles: answering questions, solving problems, researching information

The chart below shows the different statuses and their corresponding roles.

Role Exit and Role Conflict

What are some issues concerning roles?

Role exit pertains to the course of disengaging a person from his or her role that is essential to his or her self-identity.

Example: when a person retires from a long career and must shift from the role of an employee with responsibilities to
someone just living a comfortable life, or when an individual becomes a parent and has to change their lifestyle.

Role conflict arises when incompatible expectations occur from two or more statuses that a person is occupying.
Performing the assigned role of one status makes it challenging for the person to play the assigned role of another status.

Example: It is very challenging for a woman to be the best mother to her children and the best employee to her company
all at the same time.

The Impact of Statuses and Roles in Attaining Society’s Goals

As members of society, people acquire statuses and roles which are necessary for socializing within their society. These
statuses and roles are important elements in the process of socialization because they serve as agents for the fulfillment of
society’s goals.

We are all encouraged to fulfill the roles of the statuses we are occupying at present and in the future stages of our lives for
us to be better members of the community.

Keypoints
 Status refers to the particular position that a person occupies in a particular scenario or setup.
 Roles refer to the norms, customs, values, and personal characteristics that are attached to the status of the
individual.
 Ascribed status is a position a person holds in a social system that one attains involuntarily or by birth.
 Achieved status is an acquired position due to unique skills, knowledge, or ability and are based on standards
that can be controlled.
 Master status pertains to the status of the person which determines his or her general position in society.
 Role conflict takes place when two or more statuses are incompatible.
 Role exit pertains to the course of disengagement of a person from his or her role that is essential to his or her
self-identity.

Objectives
At the end of this lesson, you should be able to:

 explain the inevitable existence of conformity, deviance, and social control in the social processes of our everyday
lives,
 discuss the significant part or role of gossip, social ostracism, laws, and punishments to social control,
 analyze the societal goals and socially acceptable means to survive,
 and discuss the consequences of defying and conforming to social order.
Conformity and Deviance

In our everyday lives, we notice that there are specific standards for our actions, simple or complex, set by society.
People tend to have different responses with these imagined pressures depending on their upbringing, values, or ideals.
These reactions are called conformity and deviance.

Conformity

 is linked to the obedience of a person to the norms in order to be acceptable in a particular society, group, or social
setting

Example: The majority of the class members, through a group consensus, agreed to accept the proposal.

Deviance

 is the non-conformity or violation of the standards of conduct, expectations, or norms of a particular group or
society

Example: There are power struggles among netizens who disagree on the re-imposition of the death penalty.

Social Control

It is believed that society must have a social order to function smoothly. The social order includes social
standards, laws, rules, and norms which are set by society, whether they are by the majority or by a hierarchy. Ideally,
people must exhibit social order, but in reality, no society succeeds in getting all its members to behave as expected all the
time. If social order is seen as the only way for communities to survive, they must have ways of making people conform to
social norms.

Social Control Theory

 This is based on the idea that a person's fundamental belief system, values, morals, commitments, and
relationships promote a protected environment.
 Oftentimes, individuals who have these beliefs and commitments have a level of self-control over their actions.
 It examines or evaluates how society affects criminal behavior.
 It emphasizes the idea that when people are involved and in contact with their community, they are less likely to
perpetrate criminal acts.

Gossip, Social Ostracism, and Laws and Punishments

Failure to embrace the accepted norms and values of society or inability to perform the roles of a person’s status
may lead to consequences in the form of gossip, social ostracism, and laws and punishments.

Gossip

 refers to the idle talk or rumors about the personal or private matters of others
 may lead to the discrediting of the reputation of the subject

Social Ostracism

 refers to the exclusion of an individual from being socially accepted

 includes the removal of social privileges and friendship with the general members of the society
 a result of one's actions that give him or her an impression of not being a worthy member of that society

Laws and Punishments

Laws refer to the set of rules by the government to regulate the way in which society behaves.

Punishments pertain to the pain, penalty, or suffering that is imposed on a person who violates a law.
People learn the mechanisms of social control through interactions with other people. Couples who are expected to have a
respectable family choose not to quarrel out loud to avoid being talked about around their neighborhood.

An individual will conform with his peers to avoid social rejection or ostracism. To avoid punishment, people must follow
the law.

Social Processes and Relationships

The illustration below shows the social processes and relationships of deviance, conformity, and social control.

Negative sanctions will be given to people who exhibit deviant acts, while effective sanctions will be given to those who
observe or conform.

Keypoints
 Conformity is linked to the obedience of a person to the norms that are acceptable in a particular society, group,
or social setting.
 Deviance is the non-conformity or violation of the standards of conduct, expectations, or norms of a particular
group or society.
 Social control theory is based upon the idea that an individual's underlying belief system, values, morals,
commitments, and relationships foster a proper environment.
 Social order is considered to be the only solution to achieve societal survival and social control. Conformity is
the only way to achieve this.
 Gossip, social rejection or ostracism, and laws and punishments are forms of social pressures that
contribute to the exhibition of social control.
 Deviance, conformity, and social control are always present in a given society or group. These are not
limited to a high number of people but to a group that is capable of setting standards, rules and norms.

Objectives
At the end of the lesson, you should be able to:

 describe deviance as explained by the Structural Strain Theory, and

 identify the forms of deviance.

Conformity and Deviance

The concept of conformity is linked to the obedience of a person to the norms to be acceptable in a particular society,
group, or social setting.
Deviance, on the other hand, is the non-conformity or violation of the standards of conduct, expectations, or norms of a
particular group or society.

Note that deviant behavior is relative. A particular society may consider a certain behavior deviant, but the same
behavior may be acceptable in another society.

Deviance as Explained by the Structural Strain Theory

The forms of deviance are the responses or adaptations by people in a society caused by the imbalance or “strain” between
the valued goals in the society and the legitimate or acceptable means to achieve such goals. This idea is taken from
the Structural Strain Theory conceptualized by sociologist Robert K. Merton. Two variables taken into account in this
theory are valued goals and legitimate means to achieve goals.

Valued Goals

These are goals that are defined by society as valuable, or simply, the goals that are typically pursued in a society.

Example: financial success

Legitimate Means to Achieve Goals

These are the acceptable ways people can do to achieve such valued goals in a society.

Example: get a good education

Types of Adaptation

In our everyday lives, we would notice that there are actions considered to be legitimate or acceptable for a particular
society toward achieving valued goals.

While people usually conform to legitimate or acceptable means to achieve goals, there are people who will not. One
reason for this is because the legitimate means are just not available for them, and so unequal opportunities exist to
achieve these goals. Merton identified five typologies of how people adapt to their value system or the goals-means
dynamics of their respective society.

These typologies are:

 conformity–accepts goals and the institutionalized, acceptable or legitimate means of obtaining them,
 ritualism–rejects goals and accepts or adheres to institutionalized means of obtaining them,
 retreatism–rejects both goals and means of obtaining them,
 rebellion–creates new goals and new means of obtaining them, and
 innovation–accepts goals and rejects institutionalized means of obtaining them.

Ritualism, retreatism, rebellion, and innovation are forms of deviance.

Forms of Deviance

Merton conceptualized four responses that are considered deviant and caused by a strain or imbalance between
valued goals and legitimate means in a particular society.

Ritualism

Ritualism is exhibited when someone rejects traditional cultural goals but still adheres to the culturally approved
methods or rules for making progress towards the same goals.

Example: An employee still stays in his job even though he is aware that it is a dead-end job. In ritualism, people
experience feelings of despair and anomie (social instability) that result to modification or abandonment of the idealized
cultural goals, but still persist at a ritualized, unfulfilling line of work.
Retreatism

Retreatism is the response that rejects or abandons both cultural goals and the institutionalized or legitimate
means for attaining them.

Example: Examples of people who exhibit retreatism are drug addicts and alcoholics. The ultimate form of retreatism is
suicide.

Innovation

Innovation entails the acceptance of the valued goal but the rejection of legitimate or institutionalized means to
achieve them (resorting to criminal or delinquent acts).

Example: An example of this is when a person wants a nice car but does not have enough money, so he steals money
from the bank. Some people may resort to stealing or dealing drugs to achieve cultural goals.

Rebellion

Rebellion not only rejects the valued goals and the legitimate means of the established society but also actively
attempts to substitute new goals and means. This can be applied to political deviants who attempt to modify the existing
structure of society.

Example: Examples for this are neo-Nazis and other hate groups. The rebels will publicly acknowledge their intention to
change the norms and the social structure.

The table below summarizes Merton’s typology of individual adaptations.

Legend:

 "+" signifies
acceptance
 "–" signifies rejection
 "+ and -" signifies
rejection of prevailing
goal or means and
substitution of new
goal or means

Keypoints
 Conformity is the obedience to the norms that make a person acceptable to a particular society, group, or social
setting.
 Deviance is the non-conformity or violation of the standards of conduct, expectations, or norms of a group or
society.
 Robert K. Merton developed the Structural Strain Theory to explore how people respond to cultural values
and how they are supposed to achieve them.
 There are five typologies of how people adapt to the value system of their respective society and these are
conformity, ritualism, retreatism, rebellion, and innovation.
 The four forms of deviance are ritualism, retreatism, rebellion, and innovation.
 A person’s response or adaptation is not always linear. It clearly depends on how the person weighs the
situation according to his or her needs.