UNIT III
person has. It largely defines who that person is
BECOMING A MEMBER OF A SOCIETY
Enculturation or Socialization
 Lifelong process of experiencing, learning,
imbibing and transmitting culture.
 Linked with forming identities, learning norms
and values, and playing a variety of social roles.
 Paves the way for his/her assumption of various
roles and statuses.
Values
 The standards or ideals with which we evaluate
actions, people, things, or situations (Lau and
Chan,2021)
3 Kinds of Values
 Personal – endorsed by an individual
 Moral – helps determine what is morally
right or wrong
 Aesthetic – associated with the evaluation
of artwork or beauty
Norms
 Rules and expectations that guide the
individual’s behavior in his/her society.
 E.g. respect of the elderly – value;
 kissing the hands (pagmamano) – norms
Four Types of norms
 Folkways – chewing loudly, burping without
saying ‘excuse me’
 Mores – wearing of bright colors or bikini in a
funeral
 Taboos – having multiple wives, different
children from different women
 Laws – freedom to remarry
Social Status -It is the position or rank a person or group
of persons occupy in the social system.
 Ascribed – received by birth or through an
involuntary process
 Achieved – voluntarily gained through personal
perseverance
 Master Status – the most dominant status a
and his/her limitations and opportunities.
Sometimes, it is revealed by self-definition.
The Concept of Social Roles
 Social roles are the expectations, duties,
responsibilities, obligations, which are
associated with a given social status.
 Every person is expected to behave, act and
demonstrate skills, knowledge, and attitude
that are fitting to the given status(es).
Role Strain -Experiences when too much is required of a
single role. E.g. student role
Role Conflict-Experiences when one or more roles are
contradictory. It is the incompatibility of different roles
played by a single person – or difficult moral choices.
Functions of Socialization
 Through the process of socialization, the group
transmits its values, customs and beliefs from
one generation to another.
 Socialization enables the individual to grow and
develop into a socially functioning person.
 Socialization is a means of social control by
which members are encouraged o conform to
the ways of the group by internalizing the
group’s norms and values.
Agents/Agencies of Socialization
1. Refers to entities or institutions that play a role
in influencing or shaping the process of
enculturation. It includes the family, peer group,
school, mass media, workplace, religion, and
government.
Family
 The so-called basic social unit of society exerting
the greatest influence on an individual’s
personality.
 The fountainhead of the socialization process.
 It is through family that ‘socially acceptable’
ways of thinking and behaving are imparted to a
child.
 Gender roles are also learned in the family
Peer Group  Tactics used: formal meetings, lectures, videos,
printed materials, or computer-based
 A group of people of approximately the same
orientations
age, sharing similar interests and probably
 Outcomes: higher job satisfaction, better job
belonging to similar backgrounds.
performance, greater organizational
 It enables a child to engage in experience which
commitment, and reduction in stress
s/he would otherwise never experience withing
his/her family. Religion
 Things such as competition, conflict and
 A collection of cultural systems, belief systems,
cooperation, as well as concepts of hierarchy
and worldviews that relate humanity to
and egalitarianism can be learned and imbibed
spirituality, and oftentimes, to moral values.
through a peer group.
 They tend to derive morality, ethics, religious
 Can be a source of harassment as well as
laws, or preferred lifestyle from their ideas
support
about the cosmos and human nature.
School  Parental religious participation is the most

 Schools could foster competition through built- Government

in systems of reward and punishment
 Sets rules and regulations which the people of
 For functionalist, schools fulfills the function of
the state need to follow, and breach of them
teaching children the values and customs of the
often becomes a moral wrong and a social
larger society.
wrong.
 For conflict theorist, schools can reinforce the
 As a social agent, it has a responsibility of
divisive aspect of society, especially those of
assuring social security for people.
social class.
 According to social scientist the Philippine
Mass Media political environment is characterized by a
centralization of power, more so the basic
 The strongest and most argued indirect agent of
services. influential part of religious
socialization.
socialization.
 It includes newspapers, magazines, radio,
internet, video games, and television
 Confused people between the notions of
Enculturation/Socialization, Identity
‘reality’ and ‘fiction’ Formation and Beyond
 The internet provides a means to establish
relationships without face-to-face contact Jean Piaget’s Stages of Cognitive
referred to as virtual friends. Development
Workplace

 The interaction that happens in workplaces

helps a person to broaden his/her horizons in
terms of social acceptance and tolerance
towards the others.
 The workplace perform its socialization function
through onboarding.

Onboarding

 The mechanism through which new employees

acquire the necessary knowledge, skills, and
behaviors to become effective organizational
members.
Sensori-motor stage hypothetical questions, essentially
developing full use of abstract thought thru
2. Characterized by the individual’s perception of
continuous process of learning.
the world through his/her senses, paving the
 Deductive reasoning was essential at this
way for him/her to learn object permanence or
stage of intellectual development.
the ability to understand that objects still exist
 They often ponder "what-if" type situations
even if they are no longer visible.
and questions and can think about multiple
Pre-operational stage solutions or possible outcomes.
 Piaget’s theory explains why and how
3. Characterized by preliminary learning of
humans are capable of learning not only
language and other symbols, leading to a
basic cognitive functions but also aspects of
mastery of symbolic thought.
culture.
Key Features:  One’s identity is developed as individual’s
interact with his/her natural environment.
 Centration is the tendency to focus on  Helped educators develop learning plans
only one aspect of a situation at one time that are progressive in nature, mindful of
 Egocentrism refers to the child's inability children’s logical development.
to see a situation from another person's
point of view
 Pretend (Symbolic) Play Toddlers often
Theory of Psychosocial Development
pretend to be people they are not and
may play these roles with props that  There are eight stages covering phases from
symbolize real life objects infancy to adulthood , which an individual
experiences a psychosocial crisis that must be
Concrete Operational Stage
resolve to reach a positive outcome for
4. Characterized by the ability to manage or personality development. Positively resolving
manipulate concrete objects and begin to think the crisis enable one to gain particular virtues
in a more systematic way, allowing the child to that are essential to further progress in
solve some problems or develop logical socialization.
thought.
Erik Erikson’s Theory of Psychosocial Development
Key Features:

 Conservation is the understanding that

something stays the same in quantity even
though its appearance changes.
 Classification is the ability to identify the
properties of categories, to relate categories or
classes to one another, and to use categorical
information to solve problems
 Transitivity which refers to the ability to
recognize relationships among various things in Trust vs. Mistrust (0-18mos.)
Trust vs. Mistrust (0-18mos.)
 Trust or mistrust that basic needs such as
 Trust or mistrust that basic needs such as
nourishment and affection will be met
nourishment and affection will be met
Autonomy vs. Shame and Doubt (18mos.-3yrs.)
Formal Operational Stage
 Gaining a sense of personal independence and
 Characterized by the ability to think in a
control
more abstract and critical manner, thereby
gaining the ability to ask and answer
  E.g. Picking their own clothes, toilet training, Freud’s Stages Of Psychosexual Development
feeding

Initiative vs. Guilt (3-5; Preschool)

 Take initiative on some activities – may develop

guilt when unsuccessful or boundaries
overstepped

Industry vs Inferiority (5-12; School Age)

 Develop self-confidence in abilities when

competent or sense of inferiority when not.

Identity vs Role Confusion (12-18; Adolescence)

 Experiment with and develop identity and roles

 The adolescent question “Who am I?”

Intimacy vs. Isolation (18-40; Young Adulthood)

 Establish intimacy and relationship with others

Generativity vs Stagnation (40-65; Middle Adulthood)

 Contribute to society and be part of a family

Integrity vs Despair (65 and above; maturity)

 Assess and make sense of life and meaning of

contributions

Sigmund Freud’s Psychosexual Theory

 Model of the human personality or human

psyche:

Id – human drives, desires or instincts

Ego – operates through reason, mediator between id

and superego

Superego – morality based on society’s

demands/expectations
CONFORMITY AND DEVIANCE Social Control

 Techniques and strategies for preventing

deviant behavior in society.
CONFORMITY
 It occurs in all levels of society
 A change in a person’s behavior/opinions as a
1. INFORMAL SOCIAL CONTROL
result of real or imagined pressure from a
person or group of people.  To casually enforce norms. E.g. smiles, laughter,
a raised eyebrow, ridicule, corporal
3 Types
punishment, buddy system
 Compliance – he hopes to achieve a favorable
2. FORMAL SOCIAL CONTROL
reaction from another person or group.
 Internalization – because the content of the  Carried out by authorized agents such as police
induced behavior is intrinsically rewarding. officers, deputized physicians, school
 Identification – when he wants to establish or administrators, employers, military officers and
maintain a satisfying self-directing relationship managers.
to another person or group.
Deviance
OBEDIENCE
 A violation of established contextual, cultural,
 Compliance with higher authorities in a or social norms, whether folkways, mores, or
hierarchical structure. codified law.

Reasons:

8 REASONS FOR CONFORMITY  individual heredity; group heredity;( Nature vs

Nurture)
1. INTERNATIONAL INFLUENCE – The group
 personal deficiency; social failure.(Classify
behavior provides valurable into about what is
causes)
expected.
 Robert Merton’s Theory of Anomie
2. WISH TO AVOID PUNISHMENT OR GAIN
 Greek anomia – “lawlessness” - is a response to
REWARDS – We are about our social image and
situations in which an individual’s objectives
outcomes.
cannot be achieved through following the
3. RISK OF DISAPPROVAL FROM OTHER GROUP
norms or expected social behavior.
MEMBERS- Individuals risk rejection.
 Deviance happens when the individual is forced
4. LACK OF PERCEIVED ALTERNATIVES- Amember
by the circumstances to adopt tactics that will
may not realized be has any other chance to
help him/her overcome the obstacles.
conformity.
 Deviant behavior: rebellion, innovation
5. FEAR OF DISRUPTING THE GROUP’S
OPERATIONS- Independence will hamper group 2 Forms of Deviance
goaf’s attainment.
 Formal – violates existing law e.g. crimes
6. ABSENCE OF COMMUNICATION AMONG
 Informal – violate norms which are not formally
GROUP MEMBERS- Lacking information
covered by lawse.g. standing uncomfortably
7. NO FEELING OF RESPONSIBILITY FOR GROUP
close to others.
OUTCOMES- Hesitating to take initiative as they
may cause the group to fail or they do not feel
responsible for group’s success or failure.
8. A SENSE OF POWERLESS- One cannot change
the situation therefore no one tries anything
different and nothing improves.
HUMAN DIGNITY, RIGHTS, AND THE COMMON GOOD

HUMAN DIGNITY

 Laws and regulations – which reflect every

society’s values and norms – tend to uphold
human dignity and the innate rights of people.
 Human worth
 It refers to our fundamental rights – something
that cannot be taken away.
 As society is embodiment of human beings,
becoming a member of society should make
each one be more “human” where each person
is valued and respected.

RIGHTS

 Are legal, social, or ethical principles of freedom

or entitlement
 Are the fundamental normative rules about
what is allowed of people or owed to people
 “Rights structure the form of governments, the
content of laws, and the shape of morality as it
is currently perceived” – Stanford Encyclopedia
of Philosophy

THE COMMON GOOD

 “Certain general conditions that are…equally to

everyone’s advantage” – John Rawls
 Sum of those conditions of social life which
allow social groups and their members
relatively thorough and ready access to their
own fulfillment.
 E.g. accessible and affordable public heath care
system, effective system of public safety and
security, peace among nations of the world, a
just and legal political system, unpolluted
natural environment, flourishing economic
system.