GROUP 3

UNDERSTANDING
CULTURE SOCIETY AND
POLITICS
EXPLAIN THE CONTENT, CONTEXT, PROCESSES AND
CONSECQUENCES OF SOCIALIZATION
 LEARNING OBJECTIVES:

Identify the context, content of socialization

Define socialization
Explain the process of socialization
Elaborate the consequences of socialization
IMPORTANT CONCEPTS
OF SOCIALIZATION
 SOCIETY AND SOCIALIZATION

• SOCIETY
-a group of individuals with persistent social interaction;
-a social group sharing the same social territory, typically under the same
political authority and dominant cultural beliefs -a society’s values and norms
are passed on to or acquired by its members through socialization.
• SOCIALIZATION
-A process where values, norms, and customs of society are inculcated to the
members.
-3 major aspects- context in which socialization occurs, the actual content and
processes of socialization, and the results of those contexts and processes.
 MAIN GOALS OF SOCIALIZATION
• An individual learns to become a member of society. This results to a group
to have acquired a new member and thus sustains that group.
• Teaches an individual to control his or her impulse and to develop a
conscience.
• Teaches individuals how to prepare and perform certain social roles( e.g.
occupational roles, gender roles, institutional roles, and etc.)
• Teaches individual on learning and identifying what is important and valued
within a specific culture.
• Instils to members what behavior are expected of them; a form of social
control
 2 Stages of socialization

• Primary socialization- from birth to adolescence. The process begins at

home then continues at school.
-parents, caregivers, teachers, coaches, and peer guides this process.
• Secondary socialization- adolescence continuing throughout an
individual’s life.
-E.g. joining club a or organization in College, getting employed in a new
workplace, travelling to a different country, etc.
 OTHER FORMS OF SOCIALIZATION
• Adult socialization occurs when an individuals enters a new group or encounters a
different social group whose customs and norms differ from their own.
• Group socialization occurs in an individuals entire life. A group usually influences
one’s personality, principles, dress code and other aspects of his/her individuality.
• Organizational socialization occurs within an institution or an organization. E.g.
New employees need to be oriented on the common culture, procedures and
norms within a workplace.
• Force socialization occurs in institutions that dictates and coerces an individual to
conform and abide by norms, manners, values and customs of the institution.
E.g. military, prison, psychiatric institutions, etc.
3 process of socialization

SOCIALIZATION

CONTEXT, CONTENT AND PROCESS

CONSEQUENCES/RESULT/OUTCOME
 3 PARTS PROCESS OF SOCIALIZATION

• Context- denotes, culture, language, social structures, and the individuals

rank within them. Includes the history and roles played by people and
institutions in the past.
• Content and Process- the work or activity involved in socialization.
Content- the details of what is passed from a member to a new member.
Process-the interactions and ways these new norms, values, and customs
are taught to a novice.
• Consequences( result/outcomes)- refers to what happens to an individual
after being exposed to a particular contents and processes
 CONTEXT OF
SOCIALIZATION
 Biological context

• Human being seek connection with others even before we are born..
• We have innate tendency to coordinate and cooperate with other people.
• Some hormones(i.e. vasopressin and oxytocin ) encourages human to
interact and socialize with other people
• Our achievements are largely motivated by the need to be recognized or
acknowledge by others.
 PSYCHOLOGICAL CONTEXT

• An individual’s need for interaction or socialization also depends on his/her

psychological state( e.g. fear, anger, sadness, grief, happiness, anxiety, etc.)
• Emotional states can also influence the perception of a person towards the
content of a socialization ( e.g. becoming a part of a family, a group or a
religious sects).
 Cognitive theories development

• There are different theories in the cognitive or intellectual development of

humans.
• This denotes that the cognition and intellectual development of an
individual also influences his/her socialization.
• Some of the things that we have learned may also be derived from the
people we socialized with or those people who try to socialized with us.
Social and historical events
Social events in our life that may have cause trauma has left a deep
impression to us or may have affected us psychologically.
• Major social and historical events may influence the socialization of an
entire generation.
• For example; People who have experience hardships and suffered
deprivation may have different motivation in achieving their goals rather
than mere recognition from the society . Also they tend to value family and
marriage instead of social or career enhancement.
 Social Position as the Part of the Context
• Our position in the family, our family’s social class, economic position,
ethnic background, and even our gender, affects our social interaction with
other people.
• Political structures may also be an outcome of socialization practices.

Enculturation- the process by which an individual learns the traditional

content of a culture and assimilates its practices and values.
 VALUES, NORMS,STATUS, & ROLES

• Values- culturally defined standards that people used to decide what is

desirable, good, and beautiful and that serve as broad guidelines for social
living.

Religious adherence – Regardless of

our religious affiliation, Filipinos are
expected to adhere to the beliefs and
practices of that religion.
 Loyalty to the family- commonly, Filipinos
are family-oriented; eldest siblings
are even expected to help to raise the younger
siblings, especially in huge families.

 Norms- rules and expectations by which a society guides the behavior of it’s members.

Some examples:
Presentable clothes when going out
Not picking the nose in public
Wait for your turn
Being polite
Following traffic rules
Sending the children to school
 Status- refers to a social position that a person holds.
Ascribed status-a social position a person receives at
birth or takes on involuntarily later in life.

Achieved status- a social position a person takes on

voluntarily that reflects personal ability effort.

 Roles- refers to behavior expected of someone who holds a

particular status.
 CONCEPT OF SOCIALIZATION

• The following concepts are socialism theories by some famous researchers,

focusing on how the self, as product of socialization, is formed.
 Freud’s Model of Personality
• Sigmund freud, an Austrian neurologist, best known for his works in
psychoanalysis.
• 3 parts of personality: id, ego, superego.
• Id- primitive and instinctive part of our psyche. It represents human’s basic
drives, biological and physiological needs or basic instincts( e.g. the need to
eat when hungry, the need for affection, the need to relieve one’s self in the
loo, etc.)
• Ego- a person’s conscious efforts to balance innate pleasure-seeking
drives(id) with the demands and expectations of society (superego)
• Superego- refers to the cultural values and norms internalized by an
individual. C0ntains the conscience and ideal self.
 Piaget’s Theory of Cognitive Development
• Jean Piaget(1896-1980) identified $ stages of cognitive development:
• Sensorimotor- from birth to 2 years old; an individual know the world
mainly through the five senses.
• Preoperational- 2 to 7 years old; individuals use language, symbols, and
pictures to represent something.
• Concrete operational- 7 to 11 years old; individuals begin to form causal
connections and think logically about concrete things.
• Formal operational- 12 years and above; individuals think more abstractly
and critically, reason about hypothetical problems.
 Mead’s Theory of the Social Self
• For George Herbert Mead(1863-1931), the self( which includes self-awareness 7 self-image) is part
of our personality.
• It is a product of social experience and is not guided by biological drives or biological maturation.
• The key point in this is how individuals take on roles .
• As an infant, they simply imitate, without understanding underlying intentions and have no self.
• As a child, the self emerges in the form of play. Play is taking in different roles 0n how we interact
with others.
• From simple play, the child moves on to complex games involving many others. An individual can
take on several roles at once.
• The final stage is when an individual is able to not only take on a specific role in a specific situation,
but of many others different situations.
• Generalized Other- refers to widespread cultural norms and values we use as references in
evaluating ourselves.
 Cooley’s Looking-Glass Self
• Created by Charles Horton Cooley in 1902, looking-glass self as self-image
based on how we think others see us.
• What we think of ourselves depends on how we think see us .
• An individual shapes himself based on other people’s perception of him,
which reinforces the perception of other people of himself.

If a person belives the people who

If a child is good at drawing, and
hates him, dislikes him or wanted
people sees him as a genius or
to put him down, then he will see
prodigy in that area, then it will
himself as how those people see
motivate him to improve his skills.
him.
 AGENTS OF
SOCIALIZATION
 Family
• The first individuals we interact with our immediate family (i.e. mother, father,
siblings, grandparents, cousins, aunts, uncles, etc.).
• A child what he or she needs to know form the use family;; how to use objects,
how to use relate to others, and how the world works.
• Many social factors affects the way family raises a child.
• Social class, race, religion, and many other societal factors play an important role
within a family.
• Poor families value become obedience, conformity and practicality.
• Wealth families encourages creativity, judgement and ambitions.
• Gender norms, perceptions of race, and class related behavior also taught to the
child.
 Peer Groups

• Group of people within an age bracket an social status who share the same
interest.
• As a child, this can be seen in who a child plays with in the playground.
• As adolescents, peer groups play a vital role in developing one’s own
identity and independence from parents.
 School

• Aside from the curricula and transfer of knowledge, children also learn social
skills thru interactions within the school.
• Importance of following rules, obeying authorities, and other essential
behavior expected from a student such as participation during class, waiting
in line, maintaining cleanliness and orderliness within the compound and to
listen and be quite during class discussions.
 Mass Media

• Media corporations spreads news and array of information to a plethora of

media.
• Media greatly influences social norms.
• People about objects 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).
• Religion
Government
Workplace
Clubs/Organizations
Fraternity/Sorority
and many others…
 CONSEQUENCES OF SOCIALIZATION

• Refer to the way a person thinks and behaves after undergoing this process.
• The outcome and results can be seen in just about everything we do in our
daily lives.
• There is not one way of describing these results since we continue to
socialized everyday, throughout our lives.
 Conclusion

• Socialization is important since it upholds and preserves the norms, values

and customs in our society.
• Socialization occurs all throughout the duration of our lives and even to an
unborn child.
• There are different theories on how individuals interact to one another.
• There are agents that promulgate socialization such as family, school, peer
groups, etc.
• The results and outcomes of socialization can be seen in our behavior,
expectations from our fellowmen, manners in public places, and even in the
fact that we walk on our legs, backs straight as a result of socialization.
THANKYOU!!!