L/O: To consider the types of socialisation and the agents of socialisation

1. L/O: To consider the types of socialisation and the agents of socialisation There are two types of socialisation you should have looked at last Tuesday. Write them out with a definition.

2. L/O: To consider the types of socialisation and the agents of socialisation Socialisation = The process that individuals go through when learning the ways of life within society. Have you visited anywhere or been on holiday anywhere that the things the locals do seemed “odd” or were different to what you were used to?

3. L/O: To consider the types of socialisation and the agents of socialisation • The way we are, behave and think is the final product of socialization. Since the moment we are born, we are being moulded into the being society wants us to be. • Crespi, I. SOCIALIZATION AND GENDER ROLES WITHIN THE FAMILY: A STUDY ON ADOLESCENTS AND THEIR PARENTS IN GREAT BRITAIN

4. L/O: To consider the types of socialisation and the agents of socialisation • Agents of socialisation = institution (foundation) that are significant in learning the norms, values and culture of society. • The six agents of socialisation are: • Family • Education • Media • Religion • Peer group • Workplace

5. L/O: To consider the types of socialisation and the agents of socialisation The Family You should have looked at this last lesson so lets recap.... In the UK - 70% of families are a married couple with an average of 1.8 children per family. 25% live in single parent families (Office of National Statistics, Labour Force Survey, 2004)

6. L/O: To consider the types of socialisation and the agents of socialisation Variety of family structures in the UK Family relationships are affected by structure, any ideas why? Can you think of any other factors that affect family relationships? Family / work balance Age / number / gender of siblings Older adults living with the family Why?

7. L/O: To consider the types of socialisation and the agents of socialisation Family is the main agent of socialisation – which type of socialisation ? There are three ways the family socialises: 1 – The family teaches basic norms and values of everyday life. Imitation – copy behaviour of family members. Children learn the social rules of society. Also learn basic norms. Act as role models.

8. L/O: To consider the types of socialisation and the agents of socialisation 2 – Positive and negative sanctions – what does this mean? Can you think of any positive and negative sanctions that work with children? 3 – Gender Roles • The family has a great influence on what is appropriate and improper for both genders.

9. L/O: To consider the types of socialisation and the agents of socialisation Some research to back up the idea that family plays a role in socialisation. • Diane Reay (1998) studied 33 mothers in London. She said that middle class mothers had more time and energy to spend with their children reading, playing etc. Where as working class mothers had more of a struggle to make ends meet so therefore didn’t have the same amount of time and energy. This could therefore indicate that the amount of socialisation coming from parents is fairly dependant on their class / social status. • D Reay (1998) Class Work : Mothers' involvement in children's schooling London: University College Press.

10. L/O: To consider the types of socialisation and the agents of socialisation Frank Furedi (2001) studied how the roles of parents have changed over time. He said traditionally ‘good’ parents tried to care for and stimulate their children. But now he describes parents as paranoid because they now see their main task as protecting their children from danger (accidents, paedophiles, bullies). He said that parents paranoia prevents children from taking certain risks, i.e. school trips and playing outside, he then goes on to say that this prevents children from developing a healthy sense of adventure. Which shows the social pressure for parents to protect their children, but could reinforce gender stereotypes, as parents tend to worry more about their daughters going out then they do their sons. • Paranoid Parenting Published by Allen Lane, March 2001

11. L/O: To consider the types of socialisation and the agents of socialisation Homework – Go to 2 websites - read and print out the articles and write a review about what the papers shows. http://www.mariecurie.org/annals/volume3/crespi.pdf http://etd.auburn.edu/etd/bitstream/handle/10415/1812/Dilbur%20Arsiwalla%20DISSERTATION%20FINAL%20SUBMITTED%20VERSION.pdf?sequence=1

12. L/O: To consider the types of socialisation and the agents of socialisation Education p. 16 to 18 Why do you think education plays an important role in socialisation? New rules New social groups New cultural expectations Hierarchy

13. L/O: To consider the types of socialisation and the agents of socialisation What types of school are there? How does the type of school affect socialisation? Sociologists believe that education socialises people in a formal and an informal way.

14. L/O: To consider the types of socialisation and the agents of socialisation Formal curriculum – These are the subjects that we are taught in lessons. This formal curriculum determines what a child learns and the extent to which they achieve. Informal (hidden) curriculum – teaches the every day rules of school life.

15. L/O: To consider the types of socialisation and the agents of socialisation How do these school rules help you to learn the rules of society? School uniform Uniform card Detentions Being to lesson on time Good attendance One way system in the main building

16. L/O: To consider the types of socialisation and the agents of socialisation Education as an agent of socialisation • Content of lesson plays a role in socialisation • Teachers expectations and views can influence socialisation • School rules play a role in socialising pupils • School socialises individuals into expected norms of the school - learning new norms and values, social roles and hierarchy

17. L/O: To consider the types of socialisation and the agents of socialisation Research • Wright (1992) found that staff in four multiracial schools researched were committed to the idea of educational opportunity. But, some assumptions they held led to some black children being 'racialised'. That is, these children were unintentionally discriminated against because teachers held beliefs about 'racial' attributes. For example: • Asian girls were seen as quiet and submissive and this rendered them 'invisible' in class. • Afro-Caribbeans were seen as both behavioural problems and of low academic potential; this resulted in conflict with teachers. • How might other children in the class be affected by the views of teachers?

18. L/O: To consider the types of socialisation and the agents of socialisation • Research – Christine Skelton (2003) • Male Primary Teachers and Perceptions of Masculinity • Educational Review, Vol. 55, No. 2, 2003 • “The drive to recruit more male primary teachers is an aim of several western countries, including England. One of the explanations for increasing the number of men teachers is to counteract the ‘feminisation’ of primary schooling. The assumption underpinning such a strategy is based on sex role socialisation theories which have been superseded by more sophisticated and complex understandings of gender identities. In an attempt to explore differences between the perceptions of male (and female) teachers, a national study investigating the attitudes of student teachers towards gender and primary schooling was undertaken. The findings indicated that male student teachers of upper primary children (7–11 year-olds) were more likely to be concerned about and supportive of traditional images of masculinity than those men who were training to teach lower primary pupils (3–8-year-olds).” http://www.education2.bham.ac.uk/documents/staff/skelton_c/Male_perceptions_of_teaching.pdf

19. L/O: To consider the types of socialisation and the agents of socialisation Research • Christine Skelton (2001) studied a primary school in the North East; it was in an economically deprived area with a high reputation for crime and theft. The school took it upon themselves of socialising the children. She stated that when young boys went to school they took with them attitudes, aggression, physical toughness and dominance, things they had seen local ‘lads’ doing. The school attempted to maintain social control by using firm measures, such as using locked gates, fences and security cameras. Teachers (both male and female) took on masculine roles (firm eye contact, intimidating body language) to gain ‘respect’ from troublesome pupils. This shows us that, schools / education play a huge part in socialisation, and have also undermined gender socialisation as even the women teachers on masculine roles to gain control. But a negative effect of that could be the fact it might reinforce the idea that men are of a higher status than women.

20. L/O: To consider the types of socialisation and the agents of socialisation Lets have a go at an exam question. This was on last years paper. Outline and explain two ways in which education socialises children (16 marks) Your answer should be split into 4 parts. Concepts – e.g. Formal / informal / sanctions / rewards / norms / values / role models Process of socialisation – how it occurs, e.g. Imitation of teachers / Rules learnt / interaction with peers or other cultures and beliefs Studies (Research) and what they show in relation to how education socialises children Contemporary examples – linked to schools today e.g. School rules / uniform cards etc