Socialisation is the process through which individuals get acquainted with expected

behaviors in light of the traditions, beliefs, emotions, and morality of the society in which they
live, as well as the expectations of others in that community. It encourages people to respect their
cultural heritage in order to perceive the truth of life as it really is (Bukowski et.al, 2007). Agents
of socialization are the means by which individuals learn about their traditions and about
themselves. They are also known as socialization facilitators. Agents of socialization, which are
individuals or organizations that exert influence on these variables, have an effect on people's
self-concept, emotions, attitudes, and behaviors.
Eventually, social groups offer the earliest opportunities for socializing. School, and then
peer groups, transmit and reinforce expectations and norms. Individuals initially acquire the
ability to utilize physical items of material culture in these contexts, while also becoming
acquainted with the society's ideas and values. School is one of the most significant secondary
sources of socialization for children and young people. Children, particularly those who have
spent the most of their time at home with family members for many years, benefit from
education because it allows them to broaden their horizons via interactions with people from
other cultural backgrounds. In most cases, between the ages of six and eighteen, children attend
school, implying that schools play a major part in students' secondary socialization (Mussen &
Eisenberg, 2001). Schools are educational institutions that are critical in the development of a
person's intellectual and social skills. In order to assist students in gaining social and intellectual
understanding, schools assist them in acquiring knowledge and expertise in a variety of areas
such as traditions, beliefs, interests, and emotions that help to personify individuals and shape
their ability to perform adult responsibilities. One of the most important objectives of education
is to create good people. There has a brand-new concept in subject familiarity, which is
frequently taught in a group setting by a variety of different instructors. During the first few
weeks of a child's attendance at school, as the youngster adapts to the new educational
environment, the emotional connection and bond between the child and his or her family
members progressively erodes. They may acquire new abilities that will help them adapt to their
new school environment. This encourages the child to view school as a place where his or her
thoughts and activities are appreciated and acknowledged. This implies that the positive
comments and suggestions that a kid receives have an impact on his or her overall personality
(Bukowski et.al,2007). Imitation has an effect on a person's ability to create their own
uniqueness. The result is that children may collaborate closely with their instructors on subject
adjustment exercises and extracurricular activities, which encourages them to model their
instructors' behavior (Mussen & Eisenberg, 2001). As a consequence, it is evident that a child's
personality is shaped by seeing and imitating instructor traits such as behavior and handwriting,
as well as their own thoughts and beliefs.
Peer groups are another kind of socializing that takes place. Contemporaries are people
who are the same age, have the same education, or come from the same social class (Allen
et.al.2005). Peer groups are made up of people with similar characteristics, such as age, social
status, and interests. As early as the preschool years, toddlers learn social norms like taking
turns, following rules in games, and how to shoot a basketball from an older sibling. As children
get older and become teenagers, this process continues. Adolescents place a higher importance
on peer groups as they strive to establish their independence from their parents and create their
own identity. Children participate in a variety of activities with their peers that they do not
participate in with their family, thus peer groups offer chances for socialization. Peer groups
provide adolescents with their first major socializing experience away from their families. Peer
groups may take the form of companionship groups or age grades, for example. Individuals who
are the same age as the child provide motivation for the child's development. This is most
prevalent throughout the adolescent years and continues into adulthood. Peer socialization is
often different from the socializing that takes place at home and at school. Peer groups are
influenced by their preferences, likes, dislikes, and beliefs. This indicates that young people who
like sports and music may form a group to share their interests (Lachance, Beaudoin &
Robitaille, 2003). Young people's understanding of the requirements of rules and regulations is
undoubtedly enhanced when they are exposed to them in a peer group setting. Members of the
group would often reject and ridicule any child who did not adhere to the rules and expectations
of the group. Complimenting, understanding, punishing and rebuking are some of the techniques
that may be employed to maintain control over the members of any peer group. It is important to
have these organizations because they enable for discussion of topics that cannot be addressed in
families or schools (Lachance, Beaudoin & Robitaille, 2003). This indicates that peer groups
socialize by emulating individuals who are well-known to them as role models. People mimic a
variety of things, including hairstyles, fashion, and other behavioral habits.
 Furthermore, relating to social inequality, it is clear that the removal of individuals of
minority race from a society has been a historical pattern of racial prejudice (Frazier, 2006).
When Europeans first came into close touch with Africans and Asians in the sixteenth century,
race prejudice became a problem. Europeans thought of themselves as superior to individuals
from ethnic minorities. With this in mind, African slavery was justified on the basis of their
inferiority. Slavery developed as a result of racial prejudice. Because the two groups belonged to
different civilizations, those of African ancestry were not permitted to attend the same schools as
the colonial rulers. There was a common belief that because of their skin tone, African children
and adolescents could not perform as well as their Caucasian counterparts (Frazier, 2006). From
one generation to the next, this indoctrination was handed down. Racism is still widespread in
certain parts of the world today. African children's socialization made it harder for them to be
accepted as normal children by their peer groups as they grew older (Ryan, 2000). The
explanation for this is that the humiliation and bullying endured by Africans during the
establishment of slavery rendered them incapable of developing a feeling of worth that would
allow them to earn respect during that era. According to this interpretation, slavery diminished
the value of Africans by instilling in them the belief that they were nothing more than slaves to
be used for the pleasure of their masters. It is widely acknowledged that schools play an
important role in the formation of all children's character. Imitation is one of the ways in which
young people develop their identities through influencing their traits, and it is particularly
prevalent among girls (Grusec & Hastings, 2008). A kid who is accepted to a school that
practices racial discrimination may experience embarrassment, which may eventually result in
poor self-esteem. This is because he will be singled out by his peers purely for his skin tone,
leaving him feeling ignored and unable to connect with his classmates.
In order to assist young people from minority groups feel more at home in their
communities, peer groups are formed by young people from minority groups. They may reject
children of the dominant race, thus contributing to the perpetuation of the issue of inequality in
society, as previously stated (Sherkat, 2003). Every society puts a high value on the contributions
of its members. People of various skin colors who are introduced to a new culture of people of
different skin colors will encounter discrimination on the basis of their race. This indicates that
racial prejudice is a problem that people of a major race are willing to acknowledge and address.
A inability to embrace whites is seen among people with weaker racial affiliations, such as
African cultures. As previously stated, school has an impact on people's ideas, attitudes, and
values, which implies that racial prejudice is one of the problems affected. Because the kid is
regarded as not belonging to that specific school, a youngster with dark skin may suffer racial
prejudice from other white students (Grusec & Hastings, 2008). As a result, the child's self-
esteem suffers, and he or she is unable to develop socialization in the manner that the society
expects.
Members of the same racial group may feel more comfortable and in control of resources
than members of the minority racial group due to peer pressure. This means that the majority
race will reign over the minority race. Through the process of socialisation, people learn about
society's traditions, values, skills, and obligations (Chesler, Lewis, & Crowfoot, 2005).
Acceptance of society and traditions is beneficial to the development of one's individuality. As a
result of the growing societal problem of racial prejudice, schools and peer groups are playing a
role in spreading this issue among the general public. Racial discrimination does not account for
why people of color and people of other races face prejudice despite their similarity to everyone
else. It is unknown why members of one race denigrate and regard members of another race as
inferior, as well as treat them as slaves. Culture, like social issues, is a societal inheritance that is
handed on from generation to generation (Handel, 2006). Racism is a significant socioeconomic
issue that is passed down from generation to generation. This is because the initial people who
experience cultural changes such as racial prejudice pass on their behavior to future generations
via imitation. The socialisation and agency frameworks are inextricably connected since both
contribute to the formation of a society with acceptable cultural values that people respect and
accept. This contributes to both the individual's knowledge of who they are and their role in
society, as well as the society's continuous learning process (Chesler, Lewis & Crowfoot,2005).
This ensures that future generations will value and love the culture practiced by their ancestors
and mothers. Additionally, it is important to use language from the social and human sciences to
assist in the comprehension of racial discrimination as a societal issue (Frazier, 2006). As a
result, I now have a greater knowledge of the variables affecting socialization in a community
and a fresh perspective on culture and its influence on the development of individual
personalities.
In conclusion, secondary socialisation, including the formation of opinions, values, and
social roles, has clearly been affected by school and peer groups. Individuals are better able to
understand who they are and what role they play in society as a result of this. Furthermore, it has
a major impact on the current societal problem of racial prejudice, which is linked to social
inequality.
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