Socialisation and social control
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Notas de aula
Understand socialisation as continuing interaction
- Socialisation is learning and negotiating meanings, expectations and roles. Primary socialisation refers to early close-caregiver/family learning in the taught distinction; secondary involves wider settings such as school, peers, media and work.
- The processes overlap, and socialisation continues through new roles across life. Family influence can continue after childhood, and care arrangements vary; people can interpret and challenge what they learn.
Distinguish overlapping socialisation processes
Describe how different agents influence learning
- Caregivers may explain, model and respond to behaviour; peers develop shared expectations; schools teach both stated subjects and lessons through routines. Religion, community groups, media and work can also contribute.
- An agent does not produce an identical result in every person. A viewer can discuss or reject a programme’s model, and different agents can reinforce or contradict each other. Tools may mediate this interaction rather than act independently of all social use.
Link agent to a possible mechanism
Classify control on two separate dimensions
- Social control encourages conformity but does not ensure it. Formal control uses explicit institutional rules and authorised processes; informal control operates through unofficial interaction, such as a friend’s approval or disapproval.
- Sanctions may be positive approval/reward or negative disapproval/penalty. Either can be formal or informal: an official certificate, official penalty, friendly praise and unofficial teasing occupy different cells of the same classification.
Classify both sanction dimensions
Avoid an either-or nature–nurture conclusion
- Nature refers to biological/genetic influences and nurture to environmental/social influences. These can interact in development; biological influence does not mean fixed destiny and social influence does not mean identical learning for everyone.
- Observational reports of severe lack of care/contact can involve multiple influences, such as health and prior experience, without controlled comparison. They cannot by themselves isolate one cause. Deliberately depriving a child of care would be unethical; no such activity is proposed.
Avoid a false either-or choice
Recognise the hidden curriculum
- A stated lesson might teach a subject, while routines can communicate expectations about time, authority, cooperation or competition. Those additional lessons are described as the hidden curriculum.
- Original case: a school asks pupils to arrive at a set time and rewards completed group work. A sociologist could analyse punctuality and cooperation messages, but pupils may interpret them differently; hidden need not mean secretly planned.
Read the original school routine
Separate internalisation and external compliance
- Internalisation means accepting an expectation as one’s own. External compliance can occur because of anticipated approval or a penalty even when the person privately disagrees.
- Original comparison: one club member takes turns because they believe it is fair; another waits only to avoid losing a formal speaking slot. Both comply in the moment, but their stated reasons support different explanations.
Read the stated reason for compliance
Interpret conformity and deviance in context
- Conformity follows an expectation; deviance concerns a behaviour treated as violating a norm. A behaviour can be deviant without being a crime, and definitions vary across audiences, time and settings.
- A club may expect silence during a performance and conversation afterwards. Talking can therefore receive different responses in the two settings; the label does not establish that the person is inherently bad or that the rule is beyond criticism.
Interpret talking in context
Discuss variation without stereotypes
- Families and other groups differ in experiences, resources and relationships, with disagreement within any named category. Gender roles are socially formed expectations associated with gender, not fixed rules about what a learner must be or do.
- Peer influence may support helping others or discourage it depending on the group norm. Media messages may be accepted, negotiated or rejected; a social category or exposure alone cannot explain every person’s behaviour.
Check the explanation for variation
Apply the original club case
- Original case: a music club gives an official certificate for helping at rehearsals, a coordinator issues an authorised warning under a written rule, a friend says thanks, and peers unofficially tease someone. These responses can be classified independently by formality and sign.
- The certificate is formal positive, warning formal negative, thanks informal positive and unofficial teasing informal negative. This classification describes the response, not whether the norm or treatment is fair; evaluate that separately.
Classify the original club responses
Slides
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Questões de prática
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1.What is socialisation?
Easy- Alearning and negotiating social meanings, norms, values and roles through interaction
- Bbreaking rules
- Cignoring society
- Da tax
2.What is social control?
Easy- Aways of breaking norms
- Bignoring rules
- Cno rules
- Dprocesses that encourage conformity to social expectations
3.What is primary socialisation?
Easy- Alearning from the media
- Blearning at university
- Cearly learning through close caregivers and family relationships in the taught distinction
- Dlearning at work
4.What is secondary socialisation?
Easy- Ano learning
- Blearning wider social roles through settings such as school, peers, media and work
- Clearning in infancy
- Dlearning from parents only
5.What is a sanction?
Easy- Aa social response, such as approval or a penalty, that reinforces expectations
- Ba tax
- Ca belief
- Da norm
6.Which example shows media acting as an agent of socialisation?
Easy- Aa rock falls without human interaction
- Ba calculator performs addition considered only as computation
- Cwater freezes considered only as a physical process
- Da viewer discusses a programme’s role models and messages
7.Which is an example of formal social control?
Easy- Afamily disapproval
- Bridicule
- Cpolice enforcing laws
- Dpeer pressure
8.What is a positive sanction?
Easy- Aexclusion
- Bapproval or a reward, such as praise for following a club expectation
- Ca punishment
- Da fine
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