Scanned with CamScannerScanned with CamScanneras do. mnore tha enrich sect fife th tn Asn en hy ys IFAs to smrvive, snus cnt contrat it possibl every s0 Powe fort oF eer nha pole geal have ra el ways his cameo, we anv, cricroalhy UrcugiC re eastra eae sete; Dut most OF His applied ners ime our se-contrul OVE ot own belie vereions pay am important part fn this pieced Fine experience of such learned fee © Fee, same, gil, and embarrass pemnciausly oF unconscinsly, 10 aghts and actions along paths that are generally socially acceptable (Shott, 1979), gents of Socialization the individual Throughout portant of these Influences are of socialization—significant indivi SHTUMTONS, that provide, siecle which sucializa se inl, he mass micdia cieties, far they affect alnest ‘The family is without doubt He ost significant ingle agent of-socialization inwall susieties One wrason for the inyporiance of the family Is hal for. ing children rom family int Coyiaiderable evidence Tan, avd ise more ale cay, ane nth onulities: fest bors higher welHieN” Ee es white yor rar dened More sociuble andselaxed Maud Render, HD). A great eat ot eal the Place nthe any a delivers tee Ja de ‘uit unconscovs, Ta jam {iow within 1 ‘crample, parents who abuse their children w (ita shy Ue Set Saree “ene tee re stile, tn W ie _Bréssive amd abusive adulis themselves: ; © es (Ulex ewan bene tte ee personality tails may be pasggd dawn ayer one or more gen rations. om ‘Another reason for fam: thas a Jocation inthe social Prom the moment of birth, thexcfore, hildren have an ascribed status in a subeulture of ee, eliucity, religion Face, class, el ty, religion, and region—all of Wwhich'may stroggly influence the nature.of later social interaction and socialization. Kor example, wes and expectations that children Jeacn— their par 1 to obey the rules and stay se parents also tend to punish their ehildres hie consequences oF their mis parents, on the other hand, place greater vale o” paviusity and initiative: Uney teach their children to ely more on self-control in deciding now 19 Me ave, These parents punish their children for the motives rather than the consequences of their ris Hrehavior, and are more likely 19 reasan with thers vt to use he temporary withdrawal of privileges amjove as a means of discipline. As Kohn plats at, these siyes of parenting are related to the ve cupational exqieriences of the pat nts. Bluc-collar jue generally require thatthe worker Talay sy ihe instructions of the spervisars while lar jabs require more indepenulees epurents thus socialize their children foe het Jur esa wort ha they Krome eet ro tags they help to reproach class s¥atent tie next generation, In part because oF S ass hackground of a chills ily is an exert 1, educatior elags statesne School gehwol is an ket formally « ti pe wish ob sdcalizing the ues. Unlike pred ancl sails — istrial and espe an cally post wijlics circ & Skilled and literate a fin) sole Laclltles and professional at provided at public expe the young came for vision of people whg ate m f BE 5 inividual child iso longer considers ee I he oF she.is now one of ed sone: wah, sua a r children lear ipovaluate themselves 7 tho same stauudandgateg cihers apply to thems Participation in the lite of the school also lessens the children’s dependence on ily and creates Wew-links.to-the-wider soe official record, and the the Nhe immediate task of the. tae the Hols isto sogial itive skills stich as reading gr and 10 provide knowledge about-a ty. of cls, such as history or chemistry inal May" not be “avail the home, But the schools in every sogiely also engage in outright tion_in_values, We ay find U id the daily ritual of the Pledge of Allegiance. schoolteacher who atlended churel ail espe The peer group is an important agency Srom childhood it is partic- 0 tearm to be distr Niet, wait theie turn, a ricted from they not it Work, "They te them. In teaching th Pil the school is subth ot Socializing children for their work fares, where puinetiy and obedience are highly valued, later votes inthe The Peer Group As children grove olde, they spend moreand more tine i tie Fahein ily cyuivalen! age and othe iis, As the influence ofthe peer ihotot the parents i orn fyi people af ized societies, where most work away from the home and where there has been a long-term erosion of the authority of elders. ol going, age spentl, an Young Americans of sell ™ Scanned with CamScannerS Uveh Lime willy peers tof them prefer it that way, of the neer aro ellinANeS in inane um whett YOUNE PEATE ATE APL Torn a ane ubeultire with ils Ovi ash ress Faron, pany ta, und Trg I bership 1 & meso ran ist tine I a context ert neal pcours WiKOUL any detiberat . Unlike amily oF the school, the peer groups UMered on IS OWN CONCEMYS and Interests, aie! joe sts members iN EXPIOre (Opies (Vike ser, mis, and rock-and-roll) that osher agents of ay wish 1o_avoid. Within the se calito” goupetlie young are ‘able_fur-the-first time time to. ‘uogse their own-companions and to interact with Sper ona basis of equality. However. they cannot pace aslonnal ¢ froin peers that jjey cau_from family members, and so have to 1m lo present the sell it the ap- oral of the group/)By rewarding members for ermity 10 aot oes and uiracizing (bem for nonconforu goup helps shape their social be sonality. Bul although young people often «give their primary. loyalty to the ances can he deceptive. avior and pe om 10 appear ; bul values igion, polities, education, and career goals tend to have greater Tongerm impact (Troll and Bengston, 1982; Da- | vesand Randell, 1981). a large audience witli any Ha suet eb se The senders and ther ae fee Wis-azentof socialization introduces th diverse array of Mdeed, when hem (Caughey, 1984), ay Ket Wy name their en x leenagers are ’ Admired people” i san erage na be tare hy Tonge te MCN for granted that ie 2 past-toforgel that, until w. foar 3 om rwv_generations ago, * sl pea Xposure was limited 4 with af are Ser Haida of neighbors ho beets, Very: similar to one antler UL cover a ‘Ke OL social Obra pealdLeluanges, ranging from news and Bs to fads and fashions. They offer role Teagan, and glimpses of iestyes tha pen Me might otlierwise never have access to. Thru childvent_can learn about courtrosmn Dribble chnrector We Ea Rambo. (The fact that many of these images are Hol Very realistic does not ly lessen their influence.) ‘Thro advertising, 100, the provide inst Batman, Young Learn about Heir future consumers in the marketplace, and ive Wiglrvatue the Sugie St ae alu eS TERT “iuiekly reflected in hemedia and may be readily adopted TY people who snight not otherwise be exposed to them, The rapid spread of new trends youth. cuilire, for example, depends heavily on such media as popular records, iglevision, PM radio, youth-oriente rhe mast influes vision. ‘There is a TY st ably tele in 98 percent of American homes, and the average American between the of three and sixteen spe lime in frout of the “PV set than in sehool, Yet the influence af lelevision, Hike that of the other media, is dill to trace with any certainty, because it is inevitably cutanugled in a multitude of influences on person lity. One major point of controversy has heen the jipact of television violence: by the time the aver- ae American reaches the age of sixteen, he or she ts witnessed over 18,000 fetional murders, nol to mention innumerable other acts of vielence—but What effects does this have? After surveying, ever ionship of television vio- the National Institute: of 2,500 studies on the re Tene to actial bel 0 Mental Health (1982) Te rwhelming evi dence that these portrayals do, in Fact, ugiressive conduct among children and Ween gers ‘Television is olle educational inst peer, that the wmedie actually impedes learning by hindering the acquisition of reading skills and Scanned with CamScan ner