Lesson 5

This chapter focuses on how individuals learn about culture

and become members of society. Specifically, this chapter aims to
help students determine how people identify and acquire norms
and values that define their interaction with others in society,
understand the consequences of ignoring these aspects, assess the
rules of social interaction, appreciate the role of innovation in
response to problems and challenges, and recognize the value of
upholding human rights and promoting the common good.
 Objectives

1. Explain the development of one’s self and others as a product of

socialization;
2. Identify the context, content, processes, and consequences of
socialization;
3. Identify examples of agents of socialization and describe their role in
socialization;
4. Discuss how agents of socialization shaped their individual
identities;
5. Discuss conformity and its significance to society;
6. Discuss deviance and social control and cite examples of each; and
7. Promote the protection of human rights and the common good.
 Socialization and
Enculturation
John Locke
● He said that the human mind at birth
is nothing but a blank slate, or tabula
rasa.
● As a child grows, various experiences
imprint knowledge on his or her
mind.
● Locke did not believe that the human
mind has innate conceptions.
 Socialization and
Enculturation
Socialization
● It refers to the lifelong process of social interaction through
which people acquire their identities and necessary survival
skills in society.
● It prepares new members of society and trains them to think,
feel, and act in appropriate ways.
● Socialization is considered the central process of social life,
and is also a process of member recruitment and
replacement.
 Socialization and
Enculturation
Socialization is also important in politics,
and a citizen develops and acquire political
ideas, values, attitudes, beliefs, and
opinions through political socialization, a
process which enables the development of
citizens to function effectively within a
particular political system.
 As the field of sociology developed over time,
socialization was increasingly viewed in the context of
internalization. Internalization refers to the process of
accepting the social norms, attitudes, roles, and values
transmitted by people and social groups within society as
one’s own. Society, for its part, is seen as the primary factor
responsible for how individuals learn how to think and
behave. This the view of functionalists, like Talcott
Parsons, who explain that if people failed to play their
expected roles or behaved “strangely”, there is incomplete
or inadequate socialization. This means the members of
society have not yet fully acquired and learned what is
expected of them.
 Interpretivist sociologists, on the other
hand,see socialization as an interactive
process between individuals and other
members of society. This view gives
importance to the independence of the
individuals and their capacity to define their
own personal views and ideas. An example
of socialization in the interpretevist view is
the changing definition of the family.
 The synthesized view identifies three
significant aspects.

● SOCIAL CONTEXT-Refers to the particular

circumstances of a society and consists of its
culture,language,and the social structures that
define social class,ethnicity,and gender.
● CONTENT refers to the ideas,behavior,beliefs,and
other information that are passed on by members
of society to the individual;
● PROCESS refers to the methods of interaction
that enable the content to be given to the person
undergoing socialization.
● Results it refer to the outcomes of
socialization, and are evident when
individuals begin to practice the behaviors,
attitudes, and values that society considers
necessary for them to function effectively as
its members.
● A significant result of socialization is self-
identity, which refers to the establishment
of a unique sense of identity and an
awareness of how it relates to their society
and the world.
Anthropologists consider socialization to be
the process of familiarity by witnessing and
interacting with family, friends, instructors,
and other members of society, people absorb
cultural symbols, norms, values, and
language through enculturation.
Enculturation is the process of becoming
socialized into a specific culture.
 Agents of Socialization
and Enculturation

Important part of the Socialization

and Enculturation processes are
the social groups.
- These groups participants or

agents of socialization and

enculturation and consist of
person, groups, and
institutions
 Agents of Socialization
and Enculturation

The Family Schools

Peer
Groups
Mass Religion
Media and State
 The Family
● It is the primary agent of socialization of
an individual upon birth, throughout
infancy, and up to childhood.
● Parents and other family members are
essential for the early care and
development of the child.
● As the child matures, the family
becomes an important venue for social
engagement and political socialization.
 The Family
● The family itself as an institution
is also defined by the changes
that society undergoes.
● The traditional view of the family
is changing.
● More children are receiving
primary care from other
individuals apart from their
parents.
 The Family
● With the absence of the parents,
other individuals including the
extended family such as aunts,
uncles, cousins, and other
relatives may take responsibility
of child-caring.
 The Family
● Employ helpers or yayas who
are tasked to look after the
child.
● Children attending preschool
or daycare centers receives
care from teachers or early
childhood development
professionals who supervise
the child's early education and
training.
 The Family
● It continues to be a primary network for the
transmission of values, attitudes, and
behaviors.
● Children are first socialized at home within the
family structure and they learn what is and
what is not permissible behavior.
● Parents and family members also have a
significant role in planning the future of their
children.
● The family also exerts a great influence on
religious affiliation and belief.
 The Family
The family’s social and cultural backgrounds are also significant factors that
define a child’s social opportunities and experiences. The family’s social class, economic
position, and ethnic background influence the child in various ways. For instance, a
religious and conservative family may forbid their children from dating or having
relationship at a young age, while other families have a more liberal view regarding
relationships and allow their teenaged children to engage in them. More politically-
minded and socially-aware families may choose to discuss political and social issues with
their children regularly and even involve them in social action or advocacies. Also,
families who belong to the political or economic elite will have lifestyles and experiences
that are different from those who come from middle-class or lower-income families.
Individuals raised in families considered as "minorities," such as the poor or indigenous
communities, may exhibit distrust in the government and have less interest in political
involvement. Gender roles and values are also heavily influenced by the family; how
family members value certain gender identities and roles influences the individual's
outlook on gender and sexuality.
A Nuclear Family An Extended Family
 Schools
Schools have a critical and active role in socialization,
as their various academic and social activities mold
student’s beliefs, values, and attitudes. Schools teach
students important values like competitiveness,
cooperation, conformity, innovation, punctuality,
orderliness, and respect for authority. In addition, students
learn the value of self-improvement and hard work through
classroom activities and learning tasks which give them
opportunities to apply their knowledge and skills. Students
also benefit from the constant guidance and evaluation
provided by teachers.
 There are varied classification of schools. There are
public schools, private schools, technical vocational schools,
and alternative schools. Most schools offer a traditional
education based on a standard curriculum, while some schools
implement progressive or constructivist education that puts
emphasis on individual needs and skills of students. Schools are
also distinguished as sectarian or nonsectarian, with the former
being grounded on a particular set of religious values while the
latter is not affiliated with a particular religious group. All
activities and elements experienced and encountered in school
including classes, the curriculum, values , the interaction with
teachers and other members of the school administration,
extracurricular activities, and participation in student
governments or councils influence one’s views about society
and his or her role in it.
 Schools are also venues for political socialization.
Governments make it a point to include in the
curriculum knowledge and the values that are essential
for the promotion or preservation of the ideal social,
political, and economic system in society. All states
attempt to perpetuate certain core values but the
substance of these values, as well as the methods used
to instill them, may vary depending on the particular
social context. During Martial Law, for instance, almost
all classrooms in public schools have pictures of the
president and the first lady. Students were also
required to sing Ang Bagong Lipunan or "A New
Society", the government slogan or theme during that
time.
 Peer Groups
● Peer groups also reinforce acceptable
behaviors introduced by the family and
school, allow certain degree of independence
from family and certain figures of authority,
and are also a means for socialization and
involvement in social and political issues.
● Peer groups for the most part are formed by
informal, spontaneous, and voluntary means.
 Peer Groups
● Often utilized by governments to further their interests.
● Peer groups become active agents of political
socialization, targeting not only the youth but also
adults.

a. Democratic states encourage

organizations to foster
camaraderie and a sense of
unity and purpose.
 Peer Groups
b. Authoritarian
governments use peer
groups to reshape
attitudes and beliefs, and
compel citizens to
subscribe to their views
and agendas.
 Peer Groups
c. Former Soviet Union utilized
this strategy when its
Communist Party organized
clubs and civic associations to
further the communist cause.
 Mass Media

Mass media includes forms of

communication such as books,
magazines, newspaper, other print
materials, radio, television, and movies,
it is powerful agent of socialization
which is widely used by many
institutions and organizations involved
in the use of print and electronic
communication.
● Decades ago, mass media was characterized as a
nonproximate agent of socialization,meaning it
lacks direct, face-to-face interaction between the
sender and receiver.
● Nowadays, the pervasive nature of media and the
emergence of social media have led social
scientists to focus more closely on studying the
impact of media as significant socializing agents or
influences.
● The increased access to these forms of mass media
in recent years, through the introduction of
innovations such as smartphones and tablets, has
transformed the way people experience the world
and have provided an unprecedented amount of
information to them.
 Mass media functions as a socializing
agent in the following ways: it is a source
of information regarding events in society;
it presents various viewpoints regarding
events and developments within society;
and it provides entertainment by
showcasing other people's experiences.
The prevalence of mass media within
society results in its enormous impact and
influence on people's views, behavior, and
attitudes.
 The influence of media, however, is lesser
among people who have been exposed to
more agents of socialization and have a
stable set of political awareness and social
views. Other views point to the contribution
of media to a decline in political awareness
and participation, as people now spend more
time watching television devote their time to
entertainment and social media rather than
actively informing themselves on significant
social issues. This leads to a decline in the
sense of community which is good in
upholding democracy.
The Pluralist model portrays media as an ideological marketplace that
enhances debate and electoral choice. Examples of these are talk shows that
engage in discussions on relevant social issues, and live debates that allow
political candidates to engage in discussion and inform the citizens regarding
their respective government programs. The dominant-ideology and elite-
values models, meanwhile, put emphasis on the influence of bias in the
activities of media institutions. The dominant-ideology model traces this bias
to links between media and the political and social elite. This could be seen in
instances when prominent business or political figures own, control, or exert
influence over certain media outlets through their business or social
connections. The elite-values model, meanwhile, recognizes media bias as a
product of the personal views of media professionals such as journalists,
broadcasters, and editors.
Religion and State

Both religion and state are considered as the ultimate source of

authority, making the church and government important agents in
socialization. Religion exerts a great influence on the views of a person,
legitimizes accepted social practices, provides stability to society, and can
even be sources of social change. The Catholic Church in the Philippines
has, in several instances, taken a prominent role in bringing about social
and political change in the country. The church was active in the anti-
Marcos movement during the Martial Law period, and has been
instrumental during the First People Power in 1986. In 2001, the church
was also instrumental in the mass movement that led to the ouster of
President Joseph Estrada. The Catholic Church also continues its
engagement with the government through it support or opposition to the
latter’s policies on social and political issues such as graft and corruption,
land reform, social justice, fighting crime, and reproductive health.
 The state, meanwhile, participates in socialization
through laws and other regulations that reinforce appropriate
behavior, and help form values and attitudes of the citizens.
Through laws, the state upholds important concepts such as
rights and responsibilities, and regulates the behavior of its
citizens through the use of rewards or sanctions. While the
state has an overwhelming influence over the lives of its
citizens, society, on the other hand, also defines certain
aspects of the state. Laws are defined and influenced by the
values and attitudes of citizens, and citizens can work together
to enforce laws and other regulations in society. However,
citizens or groups of citizens may also reject laws and
policies, leading to possible changes or reforms.
 Major Social and Historical Events
● Major social and political events can also be significant
socializing forces for an entire generation.The changes and
developments brought about by historical events often
cause transformations in the values,attitudes,and views that
define societies ,leading to further changes in the behavior
and traditions of societies.

● Western societies have been greatly affected by major

historical events such as the Great depression,th Holocaust
in Europe,the two World wars,the civil rights movement in
the United states,and the Vietnam war.
● Generations of Filipino have been affected by various
historical events like the Second World War,the Martial
law period,and the First people power in 1986.The views
and attitudes of filipinos will have lived through these
events were greatly defined by the changes these events
introduced.

● Historical events however tend to affect individuals and

societies differently. Just as family members may have
varied political and religious views individuals may
consider and react to events in different ways .
 Conformity, Deviance, and Social
Control
Conformity
● It refers to the process of altering one's thoughts
and actions to adapt to the accepted behavior
within his or her group or society.
● Social psychology considers conformity as a
product of pressure exerted by the group on the
individual.
● Herbert Kelman identifies three types of
conformity:
a. compliance

b. identification, and

c. internalization or acceptance
 COMPLIANCE
● It refers to the outward conformity to social pressure but privately
disagreeing with it.
● This action is often motivated by the desire to gain rewards or
avoid punishment.
● This is the least enduring type of conformity, since the motivation
provided by rewards and punishments may not always be present,
or the authority figure may be unable to exert his or her influence
fully on the group or society at all times.
 IDENTIFICATION
● It refers to the individual adopting a certain behavior
because it enables him or her to have a satisfying
relationship with the members of his or her group.
● The individuals also adopt the opinions and values of the
group, and may strive to emulate an authority figure-
usually a parent or leader that he or she respects or
admires.
 INTERNALIZATION OR ACCEPTANCE
● It involves both public compliance and internal acceptance of
the norms and standards imposed by the group.
● This is the most permanent and deeply rooted response to
social influence.
● It is motivated by the desire to be right, with the authority
figure or person of influence being deemed trustworthy,
credible, and of good judgment.
● Acceptance eventually results to the integration of the group's
set of beliefs and behavior into the individual's own framework
 Conformity, Deviance, and Social
Control
Deviance
-is defined as a behavior that elicits a strong negative reaction
from group members and involves actions that violate commonly
held social norms. What is defined as deviance, however, varies
depending on the context of the group of society. What may be
considered normal behavior in one culture may be considered
deviant behavior in others. For instance, case of women driving cars.
In the Philippines, women drivers are a common sight, but in Saudi
Arabia, driving a car was considered an undesirable behavior for
women until 2018 when they were finally allowed to drive.
● A child growing up in poor areas and
● Another child who is brought up in a
interacting with gangs on a regular basis
safe and secure neighborhood
may eventually conform to the set of
eventually acquires and internalizes
behaviors which are characteristic of
law-abiding values that characterize
"gang behavior".
him or her as a "productive citizen."

● The child from the more dangerous areas and the child from the safe
neighborhood will view each other's behavior as departures from their
idea of what is the norm; thus, each will view the other as a deviant.
This view often leads sociologists to have varied assessments of
deviance and crime. Those who follow a structural-functionalist
framework consider crime and deviance as the result of structural
tensions and lack of moral regulation within society. Emile Durkheim
uses the term anomie to refer to a condition where social control
becomes ineffective due to the loss of shared values and sense of
purpose in society. This gives way to either the breakdown of
traditional life or a period of social change.

Another sociologist, Robert Merton, relates deviance to the strain

felt by individuals whenever social norms conflict with reality. His
structural strain theory argues that the tensions and strains between
socially-approved goals and an individual's ability to meet them will
lead to deviance. For example, a construction worker who has been
trying to gain employment for months or years but is unable to do so
will have increasing frustration with society.}]
The subcultural view points to the emergence of deviant behavior within certain
groups in society or subcultures. The symbolic-interactionist view considers
deviance as a socially constructed phenomenon influenced largely by
interpersonal relationships between members of society. This view is related to
the labeling theory, which believes that there is actually no deviance in society;
deviance only emerges when society begins labeling certain actions as "deviant"
or "undesirable."] Labeling comes into play when society deems the behaviors
of a certain group, such as gang members, as deviant. This labeling reinforces
negative views regarding the group, which further drives them toward deviance.
The judgment of society, in this case, modifies the group's and their members'
self-concept and also changes the way other members of society relate to the
labeled group or individual. This view also believes that deviant behavior
emerges and is reinforced by interacting with people who display deviance.
[Additionally, people are more prone to display deviant behavior when their
family members or other people close to them display the same deviant
behavior.
The conflict perspective, meanwhile, analyzes deviance in the framework of
interests between social groups and the maintenance of power among the elites.
This view considers concepts of deviance as a reflection of society's inequalities as
those who are less powerful in society or minorities are more likely to be
considered as deviants or criminals. Examples of these groups include the poor and
ethnic or religious minorities.
Finally, control theories consider deviance as emerging because of inadequate
social controls. If society is unable to maintain control and order, it encourages
members to engage in deviant behavior. The broken windows theory suggests a
direct relationship between social disorder and deviance, and that maintaining
even an appearance of order is sufficient to discourage deviance. An example is a
local government maintaining constant police presence and cleanliness in areas
associated with criminality to discourage the occurrence of petty crimes and
vandalism.
Formal sanctions are those provided for by laws and other regulations in society.
Laws formally designate certain deviant behaviors as crimes, and prescribe
sanctions for such acts. The adoption and enforcement of laws serve to reinforce
accepted social norms, as well as define deviant behaviors that merit punishment in
society. Each society has its own set of definitions regarding crime and the
appropriate sanctions to be applied. For instance, several states in the United States
impose the death penalty on crimes such as murder. Meanwhile, Philippine law
provides for the imposition of the death penalty on certain crimes, but the
government has chosen to suspend the imposition of death penalty since 2006.
Informal sanctions are most commonly imposed by smaller societies, communities,
or groups. There are no set laws or regulations that define the nature of these
sanctions, and these are often arbitrarily agreed upon by members of the group or
society. Ostracism and social stigma are the most common forms of informal
sanction. A stigmatized person, on the other hand, still remains within society but is
subject to isolation and rejection by other members of society. Gossip is considered
as another way of imposing informal sanctions, as it is an informal meansof
monitoring and censuring the behavior of certain individuals.
 Conformity, Deviance, and Social
Control
Social Control
- is defined as any systematic means and
practices used to maintain norms, rules, and
laws; regulate conflict; and discourage deviant
behavior. Sanctions are the most common
means of social control, and are often
employed to address conflicts and violations
of social norms. Sanctions can be formal or
informal.
Human Dignity and Human Rights
Human dignity refers to the idea that a person has the
innate right to be valued, respected, and treated well.
Human rights are legal, social, and ethical principles that
consider the human person as deserving of liberties and
protections by virtue of his or her human dignity.

Human dignity and human rights are significant concerns

when dealing with socialization and issues of deviance and
social control. Socialization primarily aims to instill
recognition of and respect for human rights and dignity.
These issues are also legitimate concerns when society
deals with deviance and the enforcements of social control.

Human rights are founded on natural rights, which are

universal and inalienable, and are not contingent on laws,
customs, beliefs, or values of a particular culture.
Examples of these rights are the right to life and freedom.
Human rights are considered to have the following
characteristics:
● They are universal because they belong to all human
beings regardless of race, religion, gender, and other
characteristics.
● They are fundamental since they cannot be taken away
from any human being.
● They are indivisible as various rights are interrelated and
given equal importance.
● They are absolute since they cannot be qualified and are
considered basic necessities for living a genuine life.
 THE UNIVERSAL DECLARATION OF HUMAN RIGHTS
A major legal instrument that upholds the recognition of human rights is
the Universal Declaration of Human Rights (UDHR), which was drafted
by the United Nations Commission on Human Rights in 1948. This
document was one of the major results of the end of the Second World
War.
1. All human beings are born free and equal Each individual is gifted with reason and conscience.

2. There shall be no discrimination in the recognition of rights. Whatever your race, color, sex, language religion, political or other
opinion, birth, or status, you are entitled to the same rights as other people.

3. We all have the right to life and to live freely and safely.

4. There shall be no slavery. We cannot make another person our slave.

5. No one has any right to torture or hurt another person, or subject them to inhuman or degrading treatment.

6. Everyone has the right to equal and fair treatment under the law.

7. All are entitled to equal protection of their rights under the law.

8. We have the right to seek protection and remedy from the courts in case our rights are violated.
9. We cannot be placed under arrest or imprisoned without good reason.

10. We are all entitled to a fair and public trial by an impartial court.

11. A person accused of a crime is presumed to be innocent until proven guilty by the court. The accused also has the right to
defend himself or herself and prove his or her innocence.

12. We have the right to privacy. Nobody has the right to come into our homes, open our letters, or interfere with our daily
activities. We also have the right to defend our name and reputation.

13. We have the right to travel to any place in our country and even travel to other countries.

14. We have the right to seek protection in other countries if we are being persecuted in our own country.

15. Everyone has a right to a nationality and one cannot be deprived of his or her nationality.

16. All consenting adults have the right to be married and start a family. Men and women have the same rights when they are
married and when they are separated.

17. Everyone has the right to own property. A person's property cannot be taken away from him without reason.

18. Each person has freedom of thought, belief, and religion. One also has the right to freely practice his or her beliefs and religion,
or change them if they wish.

19. Everyone has the right to have an opinion and to freely express their thoughts and ideas.

20. We have the right to gather together and associate with other people feely
21. We have the right to participate in government, have access in publle services, and vote in the elections.

22. Everyone has the right to affordable housing, medicine, education, and childcare.

23. We have the right to be employed and to choose our profession. We also have the right to be paid justly for our work, to be
given protection in our workplace and to join a trade union.

24. Everyone has the right to rest and leisure, and to be given reasonable hours of work.

25. Everyone has the right to live a good life and have adequate food, clothing and shelter. The elderly, unemployed, disabled, and
children have the right to be cared for.

26. We have a right to education. Basic education should be free, and higher education should be affordable and easily available for
all. Education should lead to the full development of the individual. Parents have the right to decide on their cluidren's education.

27. Everyone has the right to be part of their community and culture, to enjoy the arts, and share in the benefits of scientific
advancement. A person also has the right to ownership of his or her own artistic or intellectual creation.

28. All persons have the right to live in a society that upholds human rights and freedoms.

29. Everyone has the duty to uphold not only their own rights but also the rights of others, and to responsibly exercise their rights
and freedoms.

30. No individual, group, or government can take away your human rights.
Within specific countries, human rights are
also a recognized political and social concern
and governments address them primarily
through the adoption and enforcement of
laws. The 1987 Philippine constitution
includes a Bill of Rights where the rights of
Filipino citizens are enumerated.