Agencies of Socialisation
Contents
- Introduction
- Agencies of Socialisation
- Differences in Socialisation
- Family, Social Class and Socialisation
- Sex and Gender Identity
- Mass Media and Socialisation
- Summary
Introduction
The various socialization agencies are examined in this article. The family, organizations of faith, the Inass media, etc. Also covered is how boys and girls are socialized differently. It is also discussed the importance of caste and tribal culture in the socialization process in the Indian context. Examined in depth are the effects of social class on socialization and sexual discrimination during the socialization process.
Agencies of Socialisation
The child participates in a number of organizations and institutions that socialize him or her, including. his or her social class, family, school, peer group, neighborhood, and place of employment. Social class, caste, religion, and other factors influence where a family fits into the social structure. , as well as whether the family resides in an urban or rural setting. We'll also talk about some of the other crucial elements. For instance, the socialization process differs depending on one's socioeconomic status, tribal or non-tribal affiliation, gender, age, and whether they are a boy or a girl. As part of one's culture, which is made up of a complex array of factors, one's culture may also reflect the differences in socialization through music, rituals, language, art, and literature. These are the variables and organizations that introduce differentiation into the socialization process in various societies.
These are extremely important and should be taken into consideration to dispel the idea that socialization is uniform across all . societies or within a specific society. We'll start by talking about some of the variables that influence how people socialize, including age, religion, caste, and geography. The various socialization agencies, including family, school, and others, are covered in the section that follows. ) that also avoid uniformity. We discuss the role of gender and the mass media, particularly television, in the final section because these cross all boundaries.
Growing Up
The socialization process differs from that of adults during infancy and childhood. Socialization is divided by some social scientists into stages of a person's life. Some people have compared different Hindu rites, or samskaras, to various stages. Additionally, there are the ashrams, which separate a person's life into stages. There are several traditional Hindu rites, or samskaras, that categorize childhood into different stages. These include upanayana, nishakarmana, annaprasana, chudakarana (or tonsure), vidyarambha, and namakarana. Additionally, according to tradition, a Hindu male's socialization is directly reflected in the four stages of life that are divided into brahmacharya, grihasthashrama, vanaprastha, and sanyasa. As a person develops, the socialization agencies change. For instance, during childhood and adolescence, the family competes for the individual's attention with the school and the peer group. In adulthood, the occupational group and the newly formed family after marriage gain importance.
Religion and Socialisation
Certain religious communities exhibit differences in socialization procedures and customs. For instance, there are differences between Christians, Hindus, Sikhs, and Muslims in terms of their rituals and ceremonies, customs, dress, and sometimes even language and beliefs. These may be at odds with one another, despite the fact that some of the external symbols, such as dress, speech, and demeanor, have become universal for all religious groups in the major cities over the past few years, making it difficult to tell one religious community's members apart from another based solely on their attire, etc. A sizable portion of the populace in the villages still dons their traditional clothing, making it possible for them to be identified by these external markers. The emphasis on what makes a good Hindu, Muslim, Sikh, or Christian also leads to differences in the values and behavior of members of a larger society, which is more significant than anything else. For instance, a good Christian must go to church on Sundays, a good Sikh must perform service at a Gurdwara, and a good Hindu must perform almsgiving in the temples. Similar divisions can be made based on the Shaivite and Vaishnavite Brahmins of southern India. The two Hindu sects in Punjab, the Arya Samaj and Sanatana Dharma, have different marriage customs. Therefore, the differences are not just found in religious ideology but also in the beliefs, attitudes, norms, and behavioral patterns of those who belong to these sects and subsects.
Differences in Socialisation
Due to the differences in their dress, speech, and demeanor, a city-born person who comes across a villager is likely to notice him or her. In addition to the obvious symbols mentioned, the villager can be identified by the values and behavior patterns that he or she upholds and deems appropriate. A person from a village, on the other hand, will be surprised by how differently people from the city dress, speak, and behave. You may have heard it said frequently that someone from a village or small town feels that city dwellers are too preoccupied with their own affairs to care about their visitors or elderly family members. These disparate reactions are the result of various socialization processes occurring in rural and urban areas.
The Caste Factor
If you reside in a village or small town, you may be familiar with the conduct required of you as a local. As a result, there are some values and behavioral patterns that are shared by the majority of villages. There may be customs and ceremonies that are shared by all villagers. Castes, however, are further divisions that occur within a village community. People are born into castes, so they are divided based on birth. At the very least, you might be able to tell a Brahmin from a Harijan, and you might even be able to tell a blacksmith from a goldsmith or a washerman. As a result, there are likely to be subcultures within a village, while the culture of the village as a whole may have something in common that unites all of its members. Also prone to variation is the language or dialect. The language is spoken in a more sophisticated and refined way by the upper castes than by the lower castes. The clothing that is deemed appropriate or inappropriate for a particular caste can also vary. Again, what one caste deems appropriate behavior may not be what another caste deems appropriate behavior. For instance, the other person might not think highly of vegetarianism. For instance, the Brahmin caste may be more likely than other castes to practice vegetarianism.
Socialisation in Tribes
Depending on whether socialization takes place in a tribe or outside of a tribe, the process varies. We'll provide excerpts from the socialization process of the Muria tribe, which lives in Madhya Pradesh's Bastar district in central India. The Muria should not, however, be interpreted to represent the entire tribal culture. The socialization process among them varies greatly, just as it does in the non-tribal world. This Muria socialization process example is thus just one of many. You might be able to come up with several more. If you make friends or interact with people from various regions of India, you might notice the differences.
Other Institutions: The Ghotuls
Communities of Austro-Asiatic cultures contain similar institutions. Thought to be the most organized and highly developed ghotul in the world is Bastar. The Kibbutz in Israel, for instance, made an effort to raise kids on a communal basis by removing them from their families, comes to mind as an example of a commune in modern society. Other tribal groups in India also have similar institutions, such as the boys' club and village guardroom among the Nagas and Oraon, respectively. The center of social and religious life for the Murias is Ghotul. Additionally, it divides up the children's educational tasks. Since they are five or six years old, all unmarried Muria boys and girls are a part of the ghotul. In addition to being directly accountable for its upkeep and care, they spend the night in the ghotul. They visit their parents' house during the day to perform various tasks for them. After getting married, they leave the ghotul.
Ghotul's membership is meticulously organized. Boys and girls are put through a period of testing before being initiated and receiving a special title that carries a graded rank and social responsibility. Leaders are then chosen to set the society's rules and regulations. Sirdar is the male leader, while Belosa is the female. Members are referred to as Chelik for male members and Motiari for female members. The ghotul to which Chelik and Motiari belong has its own set of traditions and laws that govern their relationship. It is true that ghotul instills discipline as well as a sense of brotherhood and camaraderie among its participants.
Family, Social Class and Socialisation
These two dimensions are combined because the term "family" in this context refers to not only size, composition, and type, but also social standing. Caste, race, social class, and other factors all affect a family's position in society. While sociologists in the West have given some attention to race, they have focused on the final dimension, social class. In India, there haven't been many studies done on socialization in relation to family, caste, or any other aspect or agency. Because of this, we will rely on our own observations to explain how family and socialization are related. To support the link between social class, family, and school-based socialization, we will also use examples from other nations. The family, which helps the young infant become a member of a human community, is a key agency of socialization in all human societies, as was already mentioned in the subsection 9.2. It is the person's first sustained and close-knit interaction system after birth.
However, the particular historical and societal experience of a given family restricts what its members can pass on to the child. Because of this, we see differences between families in terms of how children are raised as well as attitudes and behaviors related to social skills and relationships. The cultural reality that a child's family has experienced or wishes to experience has more or less been tailored to fit the individual needs of that child.
Behaviour and Family
Families instill values such as righteous conduct, good judgment, and deference to authority. Additionally, kids develop the attitudes and abilities needed to participate in the creation and consumption of goods and services. Each family adopts a system of labor division for household duties and gets its children ready for the idea of working. As a result, early socialization into economic roles occurs within the family as well.
Other options become available to the child as their interaction with others increases. He or she is introduced to the new social organizations, institutions, and peer groups in the neighborhood, including the school. New reference groups, like peer groups, become more significant, which lessens the influence of parents. The child must therefore manage a variety of secondary group pressures in addition to the group relations they initially learned in the family.
Numerous studies have been conducted on the impact of a child's family background on their educational performance, which are relevant to socialization. One of the key conclusions of these studies is that attending school has a negative effect on a child if their home is working class and places little value on cognitive achievement. This is so because the school places a strong emphasis on achievement and behavior that the child's family does not value. Researchers have also noted that middle-class parents are more likely than working-class parents to stress the importance of academic success in order to support the socializing function of the school and stress, generally, achievement-oriented values. Once more, a connection is seen between the father's line of work and the children's divergent socialization tendencies. A working-class father, for example, might be authoritarian and harsh with his family members, especially his son, because he experiences less autonomy and job satisfaction.
Socialisation and Communication
Other aspects that sociologists have looked into include the significance of language and variations in parent-child communication patterns based on social class, with Basil Bernstein among them. He claims that the ways in which language is used and the methods of instruction vary by class. He observed a connection between social structure, speech patterns, and the ensuing control of behavior in the classrooms. He claimed, for instance, that children from different social classes react differently to educational opportunities and that one important factor in how they react is the cognitive objectives of the school, the teaching style, etc. , is a child's native tongue or linguistic code. Additionally, he contended that various social structures lead to various speech systems. The child picks up the demands of his social structure, which change depending on social class, as he learns to speak. As a result, whereas middle-class children do not experience this limitation, children from the working class have a smaller vocabulary. Since the teacher is typically from the middle class and speaks the same language as the middle-class student, they can communicate more effectively. As a result of this limited cooperation, the working class child is unable to communicate with the teacher as effectively and begins school with a disability.
The same issues were present in Indian schools, where the majority of the faculty members were from upper-class backgrounds and students from scheduled castes or tribes frequently struggled to comprehend the language of the teachers, let alone feel on par with upper-class peers. There have been numerous studies linking various aspects of education to the child's family. To illustrate the significance of family and social class in socialization at home and outside the home, particularly in the school, we have only provided a few examples. We should also point out that these studies do not prove anything; rather, they only point in one direction.
School and Socialisation
Here, the term "school" is used to describe a wide range of formal educational institutions that characterize modern industrial and industrializing, urban complex-societies. We will only briefly mention the fact that students have access to two contexts in schools. The first is the formally structured setting of the classroom, where the socializational material is governed by the academic goals of the teaching process and the text books. The informal nature of the second context can be seen in how students and teachers interact as well as how students interact with one another (peer group).
The family's authority base as a socializing agency is weakened as social control is increasingly exercised by the school, and teaching is becoming more professionally regarded. Once more, the curriculum, syllabi, and a set of carefully outlined practices center on the socialization content as well as the knowledge to be passed on. Professionals must follow strict rules and justifications in order to do what parents did or are required to do instinctively and with love.
The socialization process in the classroom may or may not reinforce and supplement the process in the home. In fact, it might be at odds with the family's socialization values, norms, and behavioral patterns.
Sex and Gender Identity
Every society has a methodical approach to handling sex issues or gender roles. To put it another way, every culture has a method for preparing kids for the roles that society expects and demands of them as adults, and these roles vary depending on things like sex, ethnicity, and social class. Biological differences (i.e., sex) are of course the most fundamental category and are almost always present. e. Men and women differ physically, whereas gender refers to the social classifications of sex. In other words, it alludes to the separation of masculine and feminine roles, responsibilities, traits, etc. For instance, the division of sexual labor refers to the fact that men do not bear children while women do. Based on biological distinctions, this division exists. On the other hand, the gender-based or sexual division of labor refers to specific tasks, such as the masculinity of agricultural work and the femininity of domestic work. Additionally, this division takes into account characteristics like the gender differences between aggressiveness and submissiveness. Obviously, different societies and social groups may have different divisions of the sexes.
The fact that gender identity is the constant foundation of personality development and is firmly established in a person's early years of life indicates that the socialization process has been successful. Despite the fact that there are inherent biological differences between men and women, roles vary by gender across cultures and societies. This is because, despite not being innate, male and female roles are created when biological differences are projected into society. Anthropologists have provided examples from various cultures to show how sexual practices differ from one culture and society to another. For instance, in hunting societies, where men were actively involved in hunting. Women typically play a passive role in producing tools and weapons. Their females actively participated in reproductive processes. On the other hand, women take a much more active role in the productive activities in the agricultural societies in Africa. In reality, women may be equally involved in what is traditionally seen as "masculine" work, such as farming, unskilled labor in factories, etc. Men also frequently help women in domestic tasks, particularly in nuclear families in urban areas where both the husband and wife work.
Gender Related Studies
Gender-related studies have only recently attracted the systematic attention of social scientists. The socialization process, which creates what are known as masculine and feminine roles, images, behavior patterns, and tasks, and separates men and women in almost all societies, is the subject of the most research. That is to say, it contributes to the development of gender stereotypes for men and women. For instance, in many societies, women are viewed as passive, submissive, and dependent as if these traits were ingrained in them, whereas masculine traits are active, aggressive, and independent. Once more, the division of labor is based on gender. For instance, the majority of external, public, and production-related tasks are given to men while the majority of housekeeping tasks are delegated to women. (However, there might be variations between various tribes; for instance, take the Muria. ) .
You may have noticed that girls in most Indian families are expected to be obedient, submissive (to their brothers as well as their parents), not outgoing, and lacking in initiative. On what to wear and for what occasions, they are given detailed instructions. A focus on modesty is present. Laughing aloud is not expected of them, despite the possibility of change in major cities. Even in the most progressive families, the situation reverts to its original state when a girl marries. The study of subjects in school that require hard work (such as science and mathematics) or that are likely to lead to a career (such as engineering or medicine) is discouraged in many families. Even in families where the sons are not performing as well academically as the daughters, this may still be the case. The sons will still be encouraged to enroll in professional and science-related courses. When parents can afford to pay for only one child's education (even in Delhi, Chennai, etc. ), the likelihood that the son rather than the daughter will be sent for higher education is higher.
Sexual Discrimination
Even though many girls from the upper and middle classes are employed in big cities these days, this discrimination is based on the social expectation that they won't. Moreover, that they will leave their families after getting married, spending all of their time at home.
since grandparents, friends, teachers, parents, etc. are socialization agents, and the fact that it occurs at home and is highly private makes the situation more challenging. Once more, it happens through individuals who are also emotionally invested in the activity. The fact that boys and girls prefer to behave as closely as possible to what parents expect because it is likely to make them happy further complicates the situation. They also don't want to hurt the feelings of the people they care about. e. , the close friends'.
Stereotypes and discrimination are discussed in relation to socialization and sex roles. It is necessary to raise concerns when social roles are determined based on gender and this leads to discrimination or places unjustified restrictions on women. Bias, sexism, and stereotyping are the other terms that are mentioned in this context. These terms highlight the inferior status and discriminatory treatment that women face in society, despite the fact that each has a distinct meaning. As an illustration, (a) women are barred from holding positions of power, and (b) men are regarded as superior to women. Paying women less than men for the same jobs and denying them access to certain jobs and educational opportunities because of their sex are a few well-known examples of discrimination. The fact that female farmworkers receive lower wages than male counterparts can serve as an example. Boys may be encouraged to pursue higher education once more because they will provide the family with a higher income. However, it's possible that the majority of families don't treat girls in this way. Stereotyping—a shared mental image held by members of a group—is the root of this type of discrimination. It represents an overly generalized opinion and assessment of a group's members, be they women, Hindus, or Black people.
As a result, when we stated earlier that society socializes the newborn infant or that it socializes the child into becoming a fit member of the society, we were referring to a set of characteristics that are expected of all members of society, regardless of whether they are male or female. Hindus or Muslims, country dwellers or city dwellers, tribal people or non-tribal people. While many organizations are responsible for socialization, we have chosen to concentrate on the family because it is the main institution for socialization.
Mass Media and Socialisation
The mass media of today's societies, including books, radio, newspapers, movies or movies, records, and videos, are very effective tools for fostering social interaction among those who read, listen, or watch them. These mass media, particularly movies, radio, and television, simultaneously convey the same message to a nationwide audience that transcends all boundaries. Its effect on socialization is therefore crucial. Here, we are primarily interested in the message that is said and the images that are projected because they make up the content of the socialization process through the mass media. Thus, for instance, the specific questions in the context of gender and socialization will be: What are the images of men and women portrayed on the mass media, especially on television? In the context of the rural population, we may ask: What are the images of the rural folk and is the message relevant for the villagers? If so, which part of village India does it represent? Or, what is the impact of vi.
Another question that is generally relevant is: Which media are the most important, and for whom? For instance, while television in India has become the most important medium for almost everyone in India, comics are significant for kids in big cities, while video and now Cable T are also significant. V. Even in rural areas, elite families are using computer CDs and the Internet to communicate.
Messages in Mass Media
The crucial query, however, relates to both the message and the image in the context of socialization. There aren't many scientific studies on media use and impact in our nation. Scholars and social activists have recently focused their attention on the representation of women in textbooks, comic books, movies, and television, as well as the effect these representations have on young people. For instance, the majority of school textbooks portray men as wage earners and women as housewives. Insofar as the lower income strata are concerned, experts contend that this is untrue because women in these strata have historically worked to support their families and purchase necessities of life. In addition, even middle-class women in big cities are now working to pay for the high cost of living and the rising social expectations brought on by higher education. Consequently, representations of women's bodies ought to be accurate. The majority of studies on media in other nations have either concentrated on television or come to the conclusion that it is the primary medium used by children despite the existence of other significant media (e. g. films, comic books, and other media. ). Around the world, watching television has taken over as the primary past time activity and continues to be a significant source of leisure time satisfaction. As just one instance of socialization through mass media, television will be discussed. Despite the fact that some of the issues raised here will also apply to other media, others might not.
Impact of Television
Television avoids social and interpersonal interaction and instead communicates with the viewer directly through its message. Additionally, because it is typically viewed at home, it is a part of another agency, namely the family. It has the potential to spread values that run counter to those engendered in a given social setting. Because a large portion of our population is illiterate and lives in rural areas, the message may also be distorted by the fact that the programs are designed with urban viewers in mind. Therefore, it's possible that the values and behavioral patterns that are passed along through it are at odds with those that the parents uphold. Parents respond to this in a variety of ways, such as strict viewing restrictions (especially on Sundays or during exams) and forbidding the viewing of particular programs (e. g. and late-night adult films). However, the child will be influenced by peers or friends at school or in the neighborhood who talk about particular programs. In addition, teachers might offer feedback. In addition, parents have no direct influence over the programming's content.
The majority of studies conducted in other nations focus on children as viewers and the effects of television on children, which are the studies' main areas of concern. The most common perception of socialization through media is that it contains negative experiences, especially for children but also for families as a whole. Some people bring up the rumored propensity of television (and even movies) to incite young people to violence and crime. Although only speculative, these studies serve as starting points for additional research.
You might think that television has a unidirectional or one-way impact based on what you've read so far. Despite the fact that it has a direct effect, the social context still affects it. Insofar as it takes place at home and in front of family, watching is a social activity. Positive or negative comments about programs are made by viewers. As important as the timing and the physical environment are, so too are the interpersonal aspects of other viewers. Therefore. One component of a system that locks together is television. It does not exist in a vacuum, and the social context of viewing mediates and modifies its effects. In other words, your reaction to the program will depend, in part, on whether you watch it with your parents or not, whether you watch it inside or outside, and so on.
Summary
This article has demonstrated the diversity of socialization's agents. It operates through these organizations and disseminates various behavioral types. Family, caste, tribe, and school are a few of these organizations. In fact, we have stressed that even gender differences—between boys and girls and between men and women—are largely learned behaviors. The mass media, including movies and television, frequently reinforce social behavior ideas and stereotypes. Then again, they don't always. The article has also looked at how the media affects the socialization process.
Further Reading
- Kammeyer, Keaneth C.W. and Yetman, Norman R. 1979, Sociology: Experiencing Changing society. Mass Allyn and Bacon, Inc. Boston
- Mckee James, B. 198 1, Sociology: The Study of Society. Holt, Rinehart and Winstion. New York.
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