DIVISION OF NAVOTAS CITY

Understanding Culture,
Society and Politics
Quarter 1 – Module 5:
Becoming a Member of Society

S.Y. 2020-2021
NAVOTAS CITY PHILIPPINES
Understanding Culture, Society, and Politics – Senior High School
Alternative Delivery Mode
Quarter 3 – Module 5: Becoming a Member of Society
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Lee D. Carinan
Editors: Ruth R. Reyes
Reviewers: Ruth R. Reyes
Illustrator:
Layout Artist: Editha R. Reyes
Management Team: Alejandro G. Ibañez, OIC-Schools Division Superintendent
Isabelle S. Sibayan, OIC-Asst. Schools Division Superintendent
Loida O. Balasa, Curriculum Implementation Division Chief
Ruth R. Reyes, EPS in Araling Panlipunan
Grace R. Nieves, EPS in charge in LRMDS
Lorena J. Mutas, Division ADM Coordinator
Editha O. Peregrino, Division SHS Coordinator

Printed in the Philippines by ________________________

Department of Education – Navotas City

Office Address: BES Compound M. Naval St. Sipac-Almacen Navotas City

____________________________________________
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E-mail Address: ____________________________________________
navotas.city@deped.gov.ph
Understanding Culture,
Society and Politics
Quarter 1 – Module 5:
Becoming a Member of Society
Introductory Message
For the facilitator:

Welcome to the Understanding Culture, Society, and Politics for Senior High School
Alternative Delivery Mode (ADM) Module on ( Becoming a Member of Society ) !

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the Understanding Culture, Society, and Politics for Senior High School
Alternative Delivery Mode (ADM) Module on Becoming a Member of Society !

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

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 Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 This module was designed and written with you in mind. It is here to
help you master the Becoming a Member of Society. The scope of this
module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The
lessons are arranged to follow the standard sequence of the course. But the
order in which you read them can be changed to correspond with the
textbook you are now using.

The module is divided into three lessons, namely:

• Lesson 1. Context and content of socialization
• Lesson 2. Process and consequences of socialization

After going through this module, you are expected to:

1. Identify the context of socialization
2. Define socialization
3. Explain the process of socialization
4. Elaborate the consequence of socialization

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 How are you today? Welcome to this another new approach of learning. In
the last module we already explored the human origins and the capacity for
culture, the role of culture in human adaptation, and the processes of cultural and
socio-political evolution. We learned that culture is the key to human adaptation
and as such every society has its own culture.

In this module, we look at how individuals learn culture and become competent of
society through the process of socialization or the process of preparing the
individuals for membership in a given society. It explores four theories that explain
the development of the self as a product of this process. The process of socialization
entails learning the various elements of a society’s culture as well as its social
structure.

Let’s check your knowledge and understanding on the context and content of
socialization and on the process and consequences of socialization. Let’s start.

Directions: Read each statement carefully. Write the letter of the correct answer
right before the number. It is designed to help you learn the material.

1. What do sociologists call a continuing process whereby individuals acquire

personal identities and learn the norms, values, behaviors, and social skills
appropriate to his or her social position?
a. sociology
b. socialization
c. culture
d. a mouth full

2. Which of the following things is normally learned during the socialization

process?
a) the roles we are to play in life
b) the culture's norms
c) the language of the people around us
d) all of the above

3. It represents the human being’s basic drives.

a) id
b) ego
c) superego
d) none of the above

4.When does socialization begin?

a) at the time when an individual is conceived or within the first few weeks
following conception
b) at birth or shortly thereafter
c) on entering nursery school or kindergarten

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d) when children reach puberty and are able to understand the reasons for
society's rules

5. Mead’s concept of the generalized other is similar to what other concept?

a. the looking-glass self
b. the superego
c. the id
d. the sensorimotor period

6. Which of the following is NOT an agent of socialization?

a. mother
b. friends
c. pets
d. television

7. Which of the following statements is true?

a. Unlike other animals, human infants are born with a culture.
b. Human infants come into the world ready to learn a culture but
are not born with one.
c. Socialization is another word for acculturation.
d. b and c

8. Piagets cognitive stage at which individuals first see causal connections in their
surroundings.
a. sensorimotor stage
b. preoperational stage
c. concrete operational stage
d. formal operational stage

9. The first setting of socialization, has the greatest impact on attitudes and
behavior
a. Family
b. peers
c. school
d. media

10. He used the phrase looking-glass self to mean a self-image based on how we
think others see us.
a. Charles Horton Cooley
b. George Herbert Mead
c. Jean Piaget
d. Sigmond Freud

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 Lesson
Context and Content of
1 Socialization

Society is a group of individuals involved in persistent social

interaction, or a large social group sharing the same special or social
territory, typically subject to the same political authority and dominant
cultural expectations. Culture provides everyone with norms, values,
expectations, and other information needed to live with other in the group.
Values and norms of a society are passed on to or acquired by its members
through the process of socialization or enculturation.

Socialization is the process through which we are taught the norms,

values, and customs of our society or social group. We can distinguish three
major aspects of socialization; the context in which it occurs, the actual
content and processes people use to socialize others, and the results arising
from those contexts and processes.

1. What are the significance of culture in human adaptation?

2. What are the significance of culture, social, economic and political
symbols and practices?

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What is the context of socialization?
The context of socialization is like the theatre or stage in which
socialization occurs. Social context includes culture, language, and social
structures such as the class, ethnic, and gender hierarchies of a society.
Context also includes social and historical events, power and control in
social life, and the people and institutions with which individuals come in
contact in the course of their socialization.
Socialization occurs within biological, psychological, and social contexts.
Each of these offers possibilities and limitations that may influence
socialization.

1. The Biological Context

Biological features are regularly suggested as sources of human

behavior. Sociobiologists suggest that some human capacities may be "wired
into" our biological makeup. For example, even newborn babies seem to
strive for maximum social interaction. They move their heads back and forth
in burrowing or "rooting" motions looking for milk; they have powerful,
grasping fingers that cling tightly to other human fingers or bodies; and they
move so as to maximize body contact with their caregivers. These facts
suggest that infants are born wanting human contact.

2. The Psychological Context

Emotional States and the Unconscious

The primary factor in the psychological context of socialization is the
psychological state of the person being socialized. Psychological states
include feelings such as fear, anger, grief, love, and happiness or a sense of
emotional deprivation. Strongly feeling one or more of these emotions might
very well inhibit or promote socialization of a particular kind. Fear may
make it difficult for young children to be socialized in school, whereas people
in love may leant very quickly what makes their loved ones happy. Emotions
can also influence how individuals perceive the content of socialization,
whether in becoming a member of a family group or a religious sect.
Knowing something about the feelings of the people involved (the
psychological context) helps explain the results of the socialization process

Cognitive Development Theories

A number of psychologists emphasize the series of stages through
which humans progress. Although emotional concerns can be involved,
these theorists focus on cognitive (intellectual) development, which occurs in
a systematic, universal sequence through a series of stages. The most
influential theorist of intellectual development was the Swiss psychologist

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Jean Piaget. A sharp observer of children's development, Piaget stressed that
children need to master the skills and operations of one stage of intellectual
development before they are able to learn something at the next stage.
Social contexts influence individual development. Culture exists
before the socialization of new members begins. Parents, for example, do not
need to decide alone what they arc going to teach their children, since much
of what they will pass along they have themselves learned through
socialization. Besides culture, individuals are affected by social and
historical events and by a number of individuals who actively try to socialize
them.

Social and Historical Events

Major social and historical events can be a force in socializing an
entire generation. Those suffering greater deprivation depended less on
formal education for their life achievements and more on effort and
accomplishment outside of education. Their health as adults tended to be
affected negatively by their economic hardships. Finally, they tended to
value marriage and family more highly as a result of their economic
deprivation (Elder, 1974). Thus individuals who live in extraordinary times
appear to be influenced by the historical events around them.

3. Social Position as Part of the Context

Your family's social class, economic position, and ethnic background--

as well as your gender--can affect the ways in which you will be socialized.
People in more advantageous positions tend to develop higher self-
evaluations. As a result, they feel justified in having more resources.
Similarly, those in less desired positions tend to have lower self-evaluations
and may feel that their lower status is deserved (Della Fave, 1980).
Political structure may also be related to socialization practices.
Autocratic states tend to have more "severe" socialization, show clear power
and deference relationships, and stress obedience (Stephens, 1963).

Activity 1- “Identify Me”

Identify the context of socialization. Write B if it is Biological context, P if it
is Psychological context and S if it is Social Position.
__________1. Children from lower economic status tend to have low
self-esteem.
__________2. Fear may make it difficult for young children to be
socialized in school.
__________3. Babies have powerful, grasping fingers that cling tightly
to other human fingers or bodies
__________4. People in more advantageous positions tend to develop
higher self-evaluations.
__________5. Infants are born wanting human contacts

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What is Socialization?
Have you ever entered in your classroom wearing a crown or an
evening gown? Or, did you ever expect your teacher to do his/her laundry in
front of the class? Funny isn’t it? Unless a person is put in his mind, he/she
could never do such strange actions. Most of us who are conscious of the
patterns of behavior and code of dressing in the society, would not dare act
as such. How do we learn the appropriate ways of behaving in our society?

What are the significant factors involved in the process of learning?

Sociologists have tries to answer these questions by examining the various
factors involved of socialization.

Socialization is the lifelong social experience by which people develop

their human potential and learn culture. Unlike other living species, whose
behavior is mostly or entirely set by biology, humans need social experience
to learn their culture and to survive. Social experience is also the foundation
of personality, a person’s fairly consistent patterns of acting, thinking and
feeling (Macionis 2012: 102).

Socialization is a central process in social life. Its importance has been

noted by sociologists for a long time, but their image of it has shifted over
the last hundred years. Another term for socialization is enculturation.

Values, norms, status, and roles

Socialization is also defined as the process of preparing members for
membership in a given group in society. Through socialization, individuals
learn the norms and values of their society. Values are culturally defined
standards that people use to decide what is desirable, good, and beautiful
and that serve as broad guidelines for social living. Norms are the rules and
expectations by which a society guides the behavior of its members.

Socialization prepares individuals to occupy statuses and roles

(Macionis 2012: 127–128). Status refers a social position that a person
holds. An ascribed status is a social position a person receives at birth or
takes on involuntarily later in life. Examples of ascribed statuses include
being a daughter, a Filipino, a teenager, or a widower. Achieved status refers
to a social position a person takes on voluntarily that reflects personal
ability and effort. Achieved statuses include honors student, athlete, nurse,
software writer, and thief. Role refers to behavior expected of someone who
holds a particular status.

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Concept of Socialization
Following are the socialism theories focused on how the self, as product of
socialization, is formed by famous researchers.

Freud’s model of personality. Sigmund Freud (1856–1939) combined basic

needs and the influence of society into a model of personality with three
parts: id, ego, and superego. The id represents the human being’s basic
drives, or biological and physical needs which are unconscious and demand
immediate satisfaction. In the human personality, the superego refers to the
cultural values and norms internalized by an individual. Society, through its
values and norms, opposes the self-centered id. The ego is, thus, a person’s
conscious efforts to balance innate pleasure-seeking drives (id) with the
demands of society (superego).

Piaget’s theory of cognitive development. From his studies of human

cognition, or how people think and understand. Jean Piaget (1896–1980)
identified four stages of cognitive development. Stage one is the
sensorimotor stage (first two years of life), the level of human development at
which individuals know the world only through the five senses. Stage two is
the preoperational stage (about age two to seven) at which individuals first
use language and other symbols. Stage three is concrete operational stage
(between the ages of seven and eleven) at which individuals first see causal
connections in their surroundings. The last stage is the formal operational
stage (about age twelve) at which individuals think abstractly and critically.

Mead’s theory of the social self. George Herbert Mead (1863–1931) For
Mead, the self is a part of our personality and includes self-awareness and
self-image. It is the product of social experience, and is not guided by
biological drives (see Freud) or biological maturation (see Piaget). According
to Mead, the key to developing the self is learning to take the role of the
other. Infants can do this only through imitation and, without
understanding underlying intentions, have no self. As children learn to use
language and other symbols, the self emerges in the form of play. Play
involves assuming roles modeled on significant others, or people, such as
parents, who have special importance for socialization. Then, children learn
to take the roles of several others at once, and move from simple play with
one other to complex games involving many others. The final stage in the
development of the self is when children are able to not only take the role of
specific people in just one situation, but that of many others in different
situations. Mead used the term generalized other to refer to widespread
cultural norms and values we use as references in evaluating ourselves.

Cooley’s Looking-glass Self. Charles Horton Cooley (1864–1929) used the

phrase looking-glass self to mean a self-image based on how we think others
see us. As we interact with others, the people around us become a mirror
(an object that people used to call a “looking glass”) in which we can see
ourselves. What we think of ourselves, then, depends on how we think
others see us. For example, if we think others see us as clever, we will think

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of ourselves in the same way. But if we feel they think of us as clumsy, then
that is how we will see ourselves.

Gender role socialization

Sex refers to the biological characteristics distinguishing male and
female (Macionis 2012: 169). Sex is based on chromosomes, anatomy,
hormones, reproductive systems, and other physiological components.

Gender refers to those social, cultural, and psychological traits linked

to males and females through particular social contexts. Sex makes us male
or female; gender makes us masculine or feminine. All the major agents of
socialization—family, peer groups, schools, and the mass media—reinforce
cultural definitions of what is feminine and masculine. (Dionisio 1992: 1-2;
Macionis 2012: 170).

Activity 2. I Understand
In your notebook answer the following questions.
1. What is socialization?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________.

2. Is the socialization experience the same for everyone?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________.

3. What can make it different?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________.

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 Lesson
Process and Consequences
2 of Socialization

How do children socialize?

While context sets the stage for socialization, the content and process of
socialization constitute the work of this undertaking. How parents assign chores or
tell their kids to interact with police are examples of content and process, which are
also defined by the duration of socialization, those involved, the methods used, and
the type of experience. The process of socialization entails learning the various
elements of a society’s culture as well as its social structure. The discussion
focuses on values, norms, status, and roles, as well as gender role socialization.

Socialization is a learning process that begins shortly after birth. Early

childhood is the period of the most intense and the most crucial socialization. It is
then that we acquire language and learn the fundamentals of our culture. It is also
when much of our personality takes shape. However, we continue to be socialized
throughout our lives. As we age, we enter new statuses and need to learn the
appropriate roles for them. We also have experiences that teach us lessons and
potentially lead us to alter our expectations, beliefs, and personality. For instance,
the experience of being raped is likely to cause a woman to be distrustful of others.

Looking around the world, we see that different cultures use different
techniques to socialize their children. There are two broad types of teaching
methods--formal and informal. Formal education is what primarily happens in a
classroom. It usually is structured, controlled, and directed primarily by adult
teachers who are professional "knowers." In contrast, informal education can occur
anywhere. It involves imitation of what others do and say as well as
experimentation and repetitive practice of basic skills. This is what happens when
children role-play adult interactions in their games.

Most of the crucial early socialization throughout the world is done

informally under the supervision of women and girls. Initially, mothers and their
female relatives are primarily responsible for socialization. Later, when children
enter the lower school grades, they are usually under the control of women
teachers. In North America and some other industrialized nations, baby-sitters are
most often teenage girls who live in the neighborhood. In other societies, they are
likely to be older sisters or grandmothers.

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Agents of Socialization
Family is the first agent of socialization. Mothers and fathers, siblings and
grandparents, plus members of an extended family, all teach a child what he or she
needs to know. For example, they show the child how to use objects (such as
clothes, computers, eating utensils, books, bikes); how to relate to others (some as
“family,” others as “friends,” still others as “strangers” or “teachers” or “neighbors”);
and how the world works (what is “real” and what is “imagined”). As you are aware,
either from your own experience as a child or from your role in helping to raise one,
socialization includes teaching and learning about an unending array of objects
and ideas.

Keep in mind, however, that families do not socialize children in a vacuum.

Many social factors affect the way a family raises its children. For example, we can
use sociological imagination to recognize that individual behaviors are affected by
the historical period in which they take place. Sixty years ago, it would not have
been considered especially strict for a father to hit his son with a wooden spoon or
a belt if he misbehaved, but today that same action might be considered child
abuse.

Sociologists recognize that race, social class, religion, and other societal
factors play an important role in socialization. For example, poor families usually
emphasize obedience and conformity when raising their children, while wealthy
families emphasize judgment and creativity (National Opinion Research Center
2008). This may occur because working-class parents have less education and
more repetitive-task jobs for which it is helpful to be able to follow rules and
conform. Wealthy parents tend to have better educations and often work in
managerial positions or careers that require creative problem solving, so they teach
their children behaviors that are beneficial in these positions. This means children
are effectively socialized and raised to take the types of jobs their parents already
have, thus reproducing the class system (Kohn 1977). Likewise, children are
socialized to abide by gender norms, perceptions of race, and class-related
behaviors.

Schools
The next important agent of childhood socialization is the school. Of course,
the official purpose of school is to transfer subject knowledge and teach life skills,
such as following directions and meeting deadlines. But, students don't just learn
from the academic curriculum prepared by teachers and school administrators. In
school, we also learn social skills through our interactions with teachers, staff, and
other students. For example, we learn the importance of obeying authority and that
to be successful, we must learn to be quiet, to wait, and sometimes to act
interested even when we're not.

Peer Groups
A peer group is made up of people who are similar in age and social status
and who share interests. Peer group socialization begins in the earliest years, such
as when kids on a playground teach younger children the norms about taking
turns, the rules of a game, or how to shoot a basket. As children grow into
teenagers, this process continues. Peer groups are important to adolescents in a
new way, as they begin to develop an identity separate from their parents and exert
independence. Additionally, peer groups provide their own opportunities for
socialization since kids usually engage in different types of activities with their
peers than they do with their families. Peer groups provide adolescents’ first major
socialization experience outside the realm of their families. Interestingly, studies

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have shown that although friendships rank high in adolescents’ priorities, this is
balanced by parental influence.

Mass Media
Mass media distribute impersonal information to a wide audience, via
television, newspapers, radio, and the Internet. With the average person spending
over four hours a day in front of the television (and children averaging even more
screen time), media greatly influences social norms (Roberts, Foehr, and Rideout
2005). People learn about objects of material culture (like new technology and
transportation options), as well as nonmaterial culture—what is true (beliefs), what
is important (values), and what is expected (norms).

Results are the outcome of socialization and refer to the way a person thinks
and behaves after undergoing this process. For example, with small children,
socialization tends to focus on control of biological and emotional impulses, such
as drinking from a cup rather than from a bottle or asking permission before
picking something up. As children mature, the results of socialization include
knowing how to wait their turn, obey rules, or organize their days around a school
or work schedule. We can see the results of socialization in just about everything,
from men shaving their faces to women shaving their legs and armpits.

Activity 3 - “The World and I”

Revisit your past experiences on your childhood. Cite one memorable
interaction/socialization with your families, relatives, neighbors, and
godparents. What is the impact/influence of this experience in your life?

Experience Impact/Influence

Families

Relatives

Neighbors

Godparents

Guide Questions

1. How did your family take care of you as a child?

2. What role did your relatives play in your upbringing?
3. How did your neighbors interact with you as a child? To what extent did
they socialize with your family?
4. Do you personally know your godparents? How did your parents choose
your godparents?
5. What roles did your godparents play in your upbringing?

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 Activity 4- WQF Diagram
Try to observe every lesson in making the WQF Diagram that you can
see below. Put the list in the W (words) box those words you think is related
to SOCIALIZATION. In the Q (questions) box, formulate at least 3 to 5
questions that you want to answer about SOCIALIZATION. In the circle of F
(facts) write what have you learned or what new concepts did you learned
about the lesson. You will answer the F (facts) part after the end of the
lesson.
All answers are acceptable. You can use your own understanding and
knowledge about the topic. Your answer will be corrected after the last part
of this module.

SOCIALIZATION

W Q F

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Activity No. 5. Reflection Journal

Instruction: Think of the peer influence and peer pressure you experienced
as an adolescent. Peer pressure can be negative (e.g., encouraging a
teenager to smoke) or positive (e.g., getting on the all A honor roll at school).
Write two to three paragraphs describing your experience with peers in
adolescence and how they influenced your development.

Processing Question:

1. Do you think it was primarily negative or positive?

2. How did you develop as a person as a result of the peer group you had?

14
A. Identification: Identify the terms being referred to in the following
statements. Write your answer on the space provided.

________________1. Agent of socialization has the most impact on our

development.
_______________2. Imagining how we appear to others is called_____.
_______________3. Developed the concept of the looking-glass self
_______________4. It is like the theatre or stage in which socialization occurs.
_______________5. It is a lifelong learning process that begins when you were
born and ends when you die.
_______________6. According to Mead, it is the earliest stage of socialization.
_______________7. It refers to those social, cultural, and psychological traits
linked to males and females through particular social contexts.
_______________8. The rules and expectations by which a society guides the
behavior of its members.
________________9. Refer to the way a person thinks and behaves after
undergoing the process.
_______________10. Another term for socialization.

Activity -6. Socialization Through Music

In this activity, you will select a song and make your own connections on
how the agents of socialization have shaped a person.

Song Suggestions:
Flowers are Red (Harry Chapin)- a student learns about conformity from a
strict kindergarten teacher
https://www.youtube.con?v=nHm2KdTTKUw
Because of You (Kelly Clarkson)- a young girl learns not to risk her heart
from watching her parents break up
https://www.youtube.com?v=Ra-Om7UMSJc
Stick to the Status Quo (High School Musical Soundtrack) –friends pressure
students to stay in the mold for their clique.
https://www.youtube.com?v=Ra-ZYZpZr3Cv7I

15
References
Book: Understanding Culture, Society and Politics. Teachers Guide. page 48-57

Internet Links:
• Humanities and Social Sciences. (2019, June 24). Chapter 3: Becoming a
member of society [Status update]. Facebook.
https://www.facebook.com/jshs.humss/posts/2746571568704190/

• Cole, N. L., Ph.D. (2019, August 2). So what is culture, exactly? [Lecture notes].
ThoughtCo. https://www.thoughtco.com/culture-definition-4135409

• Long-Corwell, E., & Levitas, J. (n.d.). Agents of socialization: Family, schools, p

eers and media [Video]. Study.com. https://study.com/academy/lesson/agent
s-of-socialization-family-schools-peers-and-media.html#:~:text=Schools%20are
%20agents%20of%20socialization,school%20is%20our%20peer%20group.

• htttp://www.slideshare.net/Almarielitz/becoming-a member-of-society-129447
848?from_m_app=android

• Introsocsite: Introduction to sociology. (n.d.). Asanet.org. https://www.asanet.o

rg/sites/default/files/savvy/introtosociology/Documents/PersellSocializationR
eading37.htm

• Figueroa, J. (n.d.). Socialization, deviant behavior, and social control [PowerPoi

nt slides]. SCRIBD. https://www.scribd.com/presentation/297587295/Socializ
ation-Deviant-Behavior-And-Social-Control

• Cole, N. L., Ph.D. (2020, January 30). Understanding socialization in sociology.

ThoughtCo. https://www.thoughtco.com/socialization-in-sociology-4104466

• https://www.asanet.org/sites/default/files/savvy/Domainout.pdf&ved=2ah
UKwjpgabt25XqAhVkljQIHXCUAiMQFjAKegQIAhAB&usg=AOvVaw1lWkABu
SUP3C-Paw1mYgC4

16
 17
Assessment What I Know
1. Family 1. C
2. Looking glass 2. C
3. Charles Horton Cooley 3. B
4. C
4. Context of Socialization
5. C
5. Socialization 6. A
6. Infant 7. B
7. Gender 8. B
8. Norms 9. C
9. Result/Outcome 10. B
10. Enculturation
For inquiries or feedback, please write or call:

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Bagumbayan Elementary School Compound

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Telefax: 02-8332-77-64
Email Address: navotas.city@deped.gov.ph