SOC101: Introduction to Sociology

Socialization helps people learn to function successfully in their social worlds. How does the process of socialization occur? How do we learn to use the objects of our society's material culture? How do we come to adopt the beliefs, values, and norms that represent its nonmaterial culture? This learning occurs through interaction with various agents of socialization, like peer groups and families, plus formal and informal social institutions.

Social Group Agents

Social groups often provide the first experiences of socialization. Families, and later peer groups, communicate expectations and reinforce norms. People first learn to use the tangible objects of material culture in these settings, as well as being introduced to the beliefs and values of society.

Family

Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, and members of an extended family 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, and 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 from your own experience as a child or from your role in helping raise one, socialization includes teaching and learning about an unending array of objects and ideas.

However, remember 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. 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 the 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. Likewise, children are socialized to abide by gender norms, perceptions of race, and class-related behaviors.

In Sweden, stay-at-home fathers are an accepted part of the social landscape. A government policy provides subsidized time off work – 480 days for families with newborns – with the option of shared paid leave between mothers and fathers. As one stay-at-home dad says, being home to care for his baby son "is a real fatherly thing. I think that's very masculine." Nearly 90 percent of Swedish fathers use paternity leave (about 340,000 days); on average, they take seven weeks per birth. How do U.S. policies – and our society's expected gender roles – compare? How will Swedish children raised this way be socialized to parental gender norms? How might that be different from parental gender norms in the United States?

Figure 5.4 The socialized roles of parents and guardians vary by society.

Peer Groups

A peer group comprises people who are similar in age and social status and 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 have shown that although friendships rank high in adolescents' priorities, this is balanced by parental influence.

Institutional Agents

The social institutions of our culture also inform our socialization. Formal institutions – like schools, workplaces, and the government – teach people how to behave in and navigate these systems. Other institutions, like the media, contribute to socialization by inundating us with messages about norms and expectations.

School

Most U.S. children spend about seven hours a day, 180 days a year, in school, making it hard to deny the importance of school on their socialization. Students are not in school only to study math, reading, science, and other subjects – the manifest function of this system. Schools also serve a latent function in society by socializing children into behaviors like practicing teamwork, following a schedule, and using textbooks.

Figure 5.5 These kindergarteners aren't just learning to read and write; they are being socialized to norms like keeping their hands to themselves, standing in line, and playing together.

School and classroom rituals, led by teachers serving as role models and leaders, regularly reinforce what society expects from children. Sociologists describe this aspect of schools as the hidden curriculum, the informal teaching done by schools.

For example, in the United States, schools have built a sense of competition in how grades are awarded and how teachers evaluate students. When children participate in a relay race or a math contest, they learn there are winners and losers in society. When children are required to work together on a project, they practice teamwork with other people in cooperative situations. The hidden curriculum prepares children for the adult world. Children learn how to deal with bureaucracy, rules, and expectations, waiting their turn and sitting still for hours during the day. Schools in different cultures socialize children differently in order to prepare them to function well in those cultures. The latent functions of teamwork and dealing with bureaucracy are features of U.S. culture.

Schools also socialize children by teaching them about citizenship and national pride. In the United States, children are taught to say the Pledge of Allegiance. Most districts require classes about U.S. history and geography. As academic understanding of history evolves, textbooks in the United States have been scrutinized and revised to update attitudes toward other cultures as well as perspectives on historical events; thus, children are socialized to a different national or world history than earlier textbooks may have done. For example, information about the mistreatment of African Americans and Native American Indians more accurately reflects those events than in textbooks of the past.

The Workplace

Just as children spend much of their day at school, many U.S. adults, at some point, invest a significant amount of time at a place of employment. Although socialized into their culture since birth, workers require new socialization in a workplace, in terms of both material culture (such as how to operate the copy machine) and nonmaterial culture (such as whether it's okay to speak directly to the boss or how to share the refrigerator). In the chapter introduction, Noel did not fully embrace their new company's culture. Importantly, the obligation of such socialization is not simply on the worker: Organizational behavior and other business experts are responsible for companies; organizations must have strong onboarding and socialization programs to build satisfaction, productivity, and workplace retention.

Different jobs require different types of socialization. In the past, many people worked a single job until retirement. Today, the trend is to switch jobs at least once a decade. Between the ages of eighteen and forty-six, the average Baby Boomer of the younger set held 11.3 different jobs. This means that people must become socialized to and socialized by a variety of work environments.

Religion

While some religions are informal institutions, here we focus on practices followed by formal institutions. Religion is an important avenue of socialization for many people. The United States is full of synagogues, temples, churches, mosques, and similar religious communities where people gather to worship and learn. Like other institutions, these places teach participants how to interact with the religion's material culture (like a mezuzah, a prayer rug, or a communion wafer). For some people, important ceremonies related to family structure – like marriage and birth – are connected to religious celebrations. Many religious institutions also uphold gender norms and contribute to their enforcement through socialization. From ceremonial rites of passage that reinforce the family unit to power dynamics that reinforce gender roles, organized religion fosters a shared set of socialized values that are passed on through society.

Government

Although we do not think about it, many of the rites of passage people go through today are based on age norms established by the government. To be defined as an "adult" usually means being 18, the age at which a person becomes legally responsible for himself or herself. And 65 years old is the start of "old age" since most people become eligible for senior benefits at that point.

Each time we embark on one of these new categories – senior, adult, taxpayer – we must be socialized into our new role. Seniors must learn the ropes of Medicare, Social Security benefits, and senior shopping discounts. When U.S. males turn eighteen, they must register with the Selective Service System within thirty days to be entered into a database for possible military service. These government dictates mark the points at which we require socialization into a new category.

Mass Media

Mass media distribute impersonal information to a wide audience via television, newspapers, radio, and the Internet. The average person spends more than four hours daily in front of the television (and children average even more screen time). Media greatly influences social norms. 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).

Sociology in the Real World

Girls and Movies

Figure 5.7 Some researchers, parents, and children's advocates are concerned about the effects of raising girls within what they call "princess culture." Many place blame on entertainment companies, such as Disney, for its portrayals of girls in its movies.

Movies aimed at young people have featured a host of girls and women leads. Snow White, Cinderella, and Sleeping Beauty gave way to The Little Mermaid, Beauty and the Beast, and Mulan. In many of those cases, if the character is not a princess to begin with, she typically ends the movie by marrying a prince or, in the case of Mulan, a military general. Although not all "princesses" in Disney movies play a passive role in their lives, they typically find themselves needing to be rescued by a man, and the happy ending they all search for includes marriage.

Alongside this prevalence of princesses, many parents are expressing concern about the culture of princesses that Disney has created. Peggy Orenstein addresses this problem in her popular book, Cinderella Ate My Daughter. Orenstein wonders why every little girl is expected to be a "princess" and why pink has become an all-consuming obsession for many young girls. Another mother wondered what she did wrong when her three-year-old daughter refused to do "nonprincessy" things, including running and jumping. The effects of this princess culture can have negative consequences for girls throughout life. An early emphasis on beauty can lead to reduced interest in math and science among girls and avoiding educational scenarios that are "typically feminine."

Others acknowledge these issues but find princess movies and "princess culture" less alarming. Some remind concerned parents that children have an array of media and activities around them, and the children may be happy wearing their princess outfits while digging for worms or going to hockey practice, which runs counter to feminine stereotypes. Others indicate that rather than disallowing princess movies and merchandise, engaging with the children as they enjoy them might be more effective. Many people acknowledge that girls and women are often portrayed differently than they were in years past.

Disney seems to have gotten the message about the concerns. Its 2009 Tiana and the Frog was specifically billed as "a princess movie for people who don't like princess movies" and features a talented chef and business owner – who didn't need a man to rescue her – as its main character. Brave's Merida and the title character in Moana seem to go out of their way to separate themselves from traditional princesses and undertake great acts of bravery to help others. Frozen focuses on sisterly love rather than romantic love. And though she was never meant to be a princess, Star Wars' Rey was the go-to girl Halloween costume for years after she was introduced in the movies.

Source: Tonja R. Conerly, Kathleen Holmes, Asha Lal Tamang; OpenStax, https://openstax.org/books/introduction-sociology-3e/pages/5-3-agents-of-socialization
This work is licensed under a Creative Commons Attribution 4.0 License.