socialisation culture identity

Values

principles and beliefs that a society considers to be important, accepted by the majority of people in society

Norms

refers to behaviour which is considered normal and therefore socially acceptable, based on the values of a culture

Culture

refers to the entire way of life of a particular society, can referred to artistic and intellectual activities

High culture

refers to cultural products and activities that are seen to have a high status, seen as superior to pop culture, appreciated by those with a high level of education and social upbringing e.g. polo, opera

Popular culture

refers to cultural products and activities enjoyed by the majority of people, people who subscribe to high culture see it as inferior as it involves 'shallow' activities that are dumbed down e.g. football, cinema

Bourdieu: high and pop culture

argues the distinction between high and pop culture lies in the power of the group who support and access them

Consumer culture

refers to a culture in which people are encouraged to buy a range of never ending products, consumerism = part of many people's culture, people buy things to express their culture

Globalisation

process by which the world is becoming more interconnected through developments in information technology and transportation

Global culture

refers to the growing trend of cultural products and activities becoming universal due to them being produced and marketed globally by TNCs e.g. Nike and Coca-Cola

McLuhan: global village

the world has become a smaller place and we live in a global village due to travel, the media, internet and MNCs

Subcultures

a group within a wider culture in which the people share similar interests, norms and values that differ from those in the wider culture

Cultural hybridity

a cross between two or more cultures, can be seen in food, music and fashion e.g. Brasian culture, UK culture is a hybrid culture (Asian, Caribbean and African influences)

Cultural diversity

refers to the existence of a variety of cultural and ethnic groups within a society,

intercultural: differences seen between cultures

intracultural: refers to the fact that the UK has become more culturally diverse over the last 60 years

Nature view (nature vs nurture)

biological view, people are born with natural desires and uncontrollable instincts, many human features are ascribed biologically

Nurture view (nature vs nurture)

sociological view, behaviour is learned through socialisation, behaviours vary from one society to another e.g. women are socialised to believe that having children is a norm

Social control

refers to the various methods used to persuade or force people to conform to society's dominant norms and values, reminds people about how to behave in certain social situtations

Informal social control

unwritten, informal ways of controlling people that we learn through everyday interactions, family, media, peer groups exercise social control over us

Formal social control

written rules and laws, formal agents of social control include police, education and judicial system e.g. sanctions for those who break rules

Primary socialisation

happens in early years (age 0-5), through prolonged contact with family, teaches us basic norms and values

Oakley: primary socialisation

gender roles enforced via canalisation and manipulation

Ghumann: primary socialisation

second-gen Asians, cultures and values of parents and extended family are taught

Parsons: primary socialisation

the nuclear family is responsible for teaching children the norms and values of society, teaches gender roles (expressive and instrumental roles)

Secondary socialisation

socialisation provided by peer groups, education, workplace, media and religion, can be considered just as important as family

Peer groups (secondary socialisation)

friends, classmate, acquaintances, people learn about acceptable behaviour due to the desire to fit in, peers can become more influential than family (age 5-18)

Lees: (peer groups)

looked at pressure put on teen girls and double standards applied to boys and girls about sexual behaviour, slag - word used to control girls behaviour

Sewell: (peer groups)

people like to socialise with those who are similar to them, afro-caribbean boys associate with each other because they feel they're in an alien environment with their middle class white peers

Harris: (peer groups)

looked at influence of parents and peer groups, concluded that peer groups can be more influential in shaping identities

Education (secondary socialisation)

students learn the formal and informal curriculum

Bowles and Gintis: (education)

agreed that the informal (hidden) curriculum exists but its not just about learning norms and values, also brainwashes children into the obedient and unquestioning attitude needed for work, taught about meritocracy and to accept their place

Religion (secondary socialisation)

importance is in decline for many, UK is secular but many laws and morals are based on Christianity, religion affects some more than others in a multifaith society

Modood and Berthoud: importance (religion)

67% of Pak & Bang young people see religion as important compared to 5% of White British youth religion has a significant influence on some in relation to norms and values

Media (secondary socialisation)

influence of it is constantly growing, use of it has increased, new forms, everyone's influenced by it and representations of groups affect people's' lives

Mulvey: male gaze (media)

women presented in stereotypical ways which affects the way in which people judge women, male gaze refers to how camera eyes up women from a male perspective

Young: bulimic society (media)

media = to blame for crime, constant hunger and desire to binge on everything and anything

Workplace (secondary socialisation)

resocialisation: people learn new set of norms and values when they start a job

Waddington: canteen culture (workplace)

the norms and values a person will be made to accept because it belongs to the organisation e.g. within the police, racist colleagues may cause you to think like them

Nayak: hybridity and identity

white wannabes: term to describe White British males who act and speak in a way influenced by Black hip-hop culture

Ghumann: ethnicity and identity

found that tradition, religion and family values played an important part in the upbringing of second-gen Asians, socialisation into extended families with emphasis on loyalty, honour and religious commitment

Gilroy: ethnicity and identity

Black Atlantic identity: used to describe young Black people in the UK and US, shared experience of racism and powerlessness used to create one Black identity

Spencer et al: ethnicity and identity

claimed Eastern European people spent little time socialising with British people, stated that someone said they ‘don’t let you into their circles’

Jacobson: ethnicity and identity (resistance)

argues many young Pakistanis are adopting a strong Islamic identity as a response to social exclusion from White British society, gives them a sense of stability and security form of resistance to marginalisation and racism

James: ethnicity and identity (resistance)

afro-caribbean people from all islands were drawn together due to the common experience of racism, a new Black identity emerged as a resistance to racism

Cashmore and Troyna: ethnicity and identity (resistance)

there will always be a tendency for ethnic minorities to turn inwards and seek support from their own people as a response to racism, religion and culture strengthened = key sources of identity and support

Modood: ethnicity and identity (hybridity/changing)

second-gen Asians and Afro-Caribbeans felt more British than their parents but still saw ethnic origin as key part of their identity

Brah: ethnicity and identity (hybridity/changing)

young British Asians = good code-switchers, way of seeing their identity as a hybrid

Back: ethnicity and identity (hybridity/changing)

neighbourhood nationalism: a feeling of solidarity and common identity from people within the same area, found that youths from different ethnic backgrounds developed a shared identity

Anderson: nationality and identity

argues that a country is an imagined community, we don't meet everyone in our community, ational identity = socially constructed through symbols (flags, anthem) social construction of national identities = facilitated by printing technology developments

Kumar: nationality and identity

English find it difficult to say who they are, English national identity = difficult to find, argues the aim to expand Britishness may have diluted Englishness

Sardar: nationality and identity (changing)

world is having global identity crisis, old divides like East vs West and Communism vs Capitalism have broken down, Britain feels small after losing empire and doesn't know whether to be American or European

Parsons: gender and identity

females have expressive role in the family, males have instrumental role, reinforced by socialisation, functional for family and society

Mac an Ghaill: gender and identity

explored how boys learned to be men in their peer groups, gender power based on hyper-masculinity = main source of identity for macho lads, ‘3Fs’

Oakley: gender and identity

gender roles constructed via socialisation, manipulation: discouraging and encouraging certain behaviours considered the norm, canalisation: channelling interests, verbal appellation: names given that reinforce gender expectations, different activities: doing things that reinforce stereotypes

Jackson: gender and identity (changing)

ladettes: drinking, smoking, disrupting lessons for fear of being considered uncool and unpopular, didn't want to adhere to gender stereotypes (Denscombe)

Canaan: gender and identity (changing)

researched unemployed and employed men in Wolves, unemployed men believed being a man was having a job, they felt emasculated, employed: fighting, drinking, sexual conquests

Mac an Ghaill: gender and identity (changing)

crisis of masculinity: insecurity felt by w/c men, loss of 'breadwinner' identity due to certain male industries being in decline

Bourdieu: social class and identity

cultural capital: knowledge, skills and education that gives someone a higher status, economic capital: resources (cash, property), social capital: resources based on contacts and group membership

Fox: social class and identity

highlights subclasses within middle class, argues about the differences between professionals in public and private sectors, unlikely that everyone who identifies as m/c shares a common experience or idenitity

Hutton: social class and identity

argues that the decline in trade union memberships, secondary industry and dispersal of w/c communities has eroded w/c identity

Pakulski and Waters: social class and identity (changing)

there has been a shift from production to consumption, we are now defined by what we buy, not what we do

Savage et al: social class and identity (changing)

most of their sample were aware of the strong influence of class in the wider society, but most saw themselves as outside classes and just ordinary people, class = strong structural force but identities = weak

Offe: social class and identity (changing)

argues that today fewer individuals share a common, unifying experience of full-time work, we're able to create identities regardless of our family's social class or qualifications

Weeks: sexuality and identity

homosexual behaviour doesn't always lead to a homosexual identity, argued that sexual identification = strange

Rich: sexuality and identity

women's sexuality is oppressed by men in a patriarchal society, hetereosexuality is forced upon women in socialisation, lesbian identity is constructed as abnormal

McIntosh: sexuality and identity

homosexual label causes homosexual behaviour, role of homosexual male has certain expectations, homosexual men accept their identity and fulfil these expectations

Postman: age and identity

childhood emerged when spread of literacy enabled adults to shield children from aspects of adult life, disappearing now due to the media 'sexualising' children from an early age

Mead: age and identity

argued the 'storm and stress' associated with youth is culturally specific and not found in all cultures

Bradley: age and identity

middle age has the highest status, they're the people who run the country and hold power at work also negative - youth is lost & old age is coming

Featherstone and Hepworth: age and identity (changing)

media images of ageing (negative) can also create new identities, as population ages more positive images emerge, retro = cool

Medical model: disability and identity

disability = medical problem and focuses on limitations, defining a person by their disability, leads to victim-blaming mentality in which disabled people are made to see themselves as victims (Shakespeare)

Becker and labelling: disability and identity

disabled label carries a stigma, leads to a master status meaning that disability becomes the main aspect of one's identity

Social model: disability and identity

focuses on the social and physical barriers to inclusion, society is therefore the disabling factor, disability is socially constructed - rests on the assumptions of what is normal and abnormal

disability is socially constructed - rests on the assumptions of what is normal and abnormal

people are born with natural desires and uncontrollable instincts,