2nd prelim ucsp (copy)

are processes by which people learn how to live within their society and culture.

Socialization and Enculturation

• is a lifelong process where people learn how to live in their society.

• Through it, they discover their abilities, understand their culture, and practice the beliefs, values, and behaviors of the group they belong to.

Socialization

is more focused on learning the specific values, behaviors, and rules of your own culture, often through influences like family, friends, and community.

Enculturation

Three goals of Socialization

1. Impulse Control and Developing a Conscience

2. Socialization teaches individuals how to prepare for and perform various social roles

3. Creating Shared Values and Meaning

Sociologist who outlined three main goals of socialization in his 1995 paper "Broad and Narrow Socialization: The Family in the Context of a Cultural Theory"

Jeffrey J. Arnett

Jeffrey J. Arnett’s paper which outlined three main goals of socialization

Broad and Narrow Socialization: The Family in the Context of a Cultural Theory (1995)

mean learning how to stop yourself from doing something wrong and knowing what is right or wrong.

example: A child wants to grab a toy from another child. But because their parents and teachers taught them it’s wrong to take things from others, they stop and ask politely instead.

Impulse Control and Developing a Conscience

like being a student, a worker, a parent, or a husband or wife. It teaches what is expected in each role so they can do it properly.

example: A teenager watches how their parents take care of the family and how teachers do their jobs. Later, when the teen becomes an adult, they know how to care for their own family or act responsibly at work — because they learned those roles while growing up.

Socialization teaches individuals how to prepare for and perform various social roles

Socialization helps people learn what is important in their culture, like beliefs, traditions, and value.

example: A child learns to pray before meals because their family always does it. Later, they do the same with friends or at school.

Creating Shared Values and Meaning

Mead and the Development of the Social Mind (SELF)

1. Development of the Self

2. Stages of Self-Development: imitation, play, and games

3. Generalized Other

4. “I/Me” Concept

According to Mead, we are not born with a “self.” We develop it as we grow by learning from the people around us.

example: At first, children copy what they see — like how their parents talk, walk, or act. This helps them slowly understand who they are.

Development of the Self

Stages of Self-Development (3)

• imitation

• play

• games

The initial stage where children mimic the actions and behaviors of others without fully understanding them.

imitation

• In this stage, children begin to play roles they observe in adults, like pretending to be a parent or a doctor.

• This helps them understand individual roles but is still limited because they only see from one perspective at a time.

play

• In this stage, children learn to take on multiple roles at once, understanding how they fit into larger social groups.

• This stage introduces them to the concept of the "generalized other"

game

• This means understanding the general expectations of society.

• It helps individuals learn what is appropriate behavior in different social settings.

Generalized Other

Mead's idea of this concept reflects how we think about ourselves.

“I/Me” Concept

what is the “I” in Mead’s “I/Me” Concept

personal response

what is the “Me” in Mead’s “I/Me” Concept?

how we think others see us

• is how a person grows to understand who they are.

• It means knowing what makes you different from others and feeling like the same person over time.

Identity Formation

is what you know and think about yourself — like what you look like, what you’re good at, and what your role is, which helps you understand who you are.

Self-concept

Types of Identity: (5)

1. Cultural Identity

2. Ethnic Identity

3. National Identity

4. Religious Identity

5. Dominant Identity

Feeling connected to a particular group or culture.

example: A person who enjoys Filipino foods like adobo and sinigang, and participates in traditions such as karaoke and family gatherings, has an identity tied to Filipino customs.

Cultural Identity

Identifying with a specific ethnicity, usually based on shared ancestry or heritage.

example: Someone from the Igorot group who follows traditional practices, speaks an indigenous language, and takes part in ethnic festivals has an Igorot ______ identity.

Ethnic Identity

Feeling part of a nation and sharing common origins or traditions with people from that nation.

National Identity

Following the beliefs and practices of a religion, including its traditions and rituals.

Religious Identity

Although people can have multiple identities, one identity usually plays a central role. This identity helps to organize and give meaning to the other identities.

Dominant Identity

are rules that guide how people should behave in a society or group.

Norms

Types of Norms: (2)

• Proscriptive Norms

• Prescriptive Norms

Tell us what not to do (UNACCEPTABLE).

Proscriptive Norms

Tell us what we should do (EXPECTED)

Prescriptive Norms

Important norms with strong moral significance

example: serious dress code violations

Mores

Everyday norms that guide casual behavior

example: wearing a suit without a tie at a formal party

Folkways

• We learn these through socialization from family, schools, and other social institutions.

• It helps us function in society and feel accepted.

Norms

When we break norms, we might face social reactions (like disapproval) or legal consequences (like fines or arrest).

Sanctions

• are culturally defined standards that help us decide what is good, desirable, and important.

• shape our beliefs, actions, and personality.

• they are taught by families, friends, schools, and religious organizations.

Values

is your position or place in society.

example: you can be a daughter, a student, or a team player.

Status

Everyone has many statuses at the same time.

Status set

Two types of Status: (2)

1. Ascribed Status

2. Achieved Status

This is a status you are born with or receive without choosing it.

Ascribed Status

This is a status you work for or choose.

Achieved Status

is the expected behavior of someone who holds a certain status.

Role

refers to all the different roles connected to a single status.

Role Set

Happens when one status has too many expectations.

Role Strain

Happens when two or more roles clash.

Role Conflict

This theory says roles are not fixed. Instead, people negotiate and adjust their roles during social interactions.

Symbolic Interactionism and Role Playing

• According to Goffman, this means presenting yourself in a way that makes others see you positively.

• It’s like acting on a stage: you try to make a good impression.

• helps build a good self-image, but if done too much or for the wrong reasons, it can damage a person’s identity.

Impression Management

Things that affect role performance: (3)

• gender

• age

• social class

Sometimes men or women are expected to act in certain ways.

gender

Younger or older people may not be taken seriously in some roles.

age

A person’s wealth or status can affect how others treat them.

social class

• means following the rules or behavior that most people in a group or society agree on.

• It's about fitting in and doing what others do.

Conformity

is when someone goes against these rules or behaves differently from what is expected by society.

Deviance

• is behavior that breaks society’s rules, which can change over time and in different places.

• varies between groups, meaning what’s considered as this to one group may not be to another.

• isn’t just about the behavior but also how society reacts to it.

Deviance

The study of deviance focuses on two main things:

1. Why people break rules or norms.

2. How society reacts to this behavior, including the process of labeling someone as deviant.

Each society decides what is considered normal or acceptable behavior. Anything that goes against these rules is labeled as

Deviant

Today’s View: Now, sociologists think that deviance isn’t about people having certain traits. Instead, it’s about?

how society views and labels certain behaviors.

• is often seen as something negative because it goes against social norms and expectations.

• It’s typically viewed as a problem or disruption.

Deviance

This view thinks deviance can be useful because it helps maintain social order. Rules about what’s acceptable help everyone understand how to behave.

Structural Functionalism

This view sees deviance as a way to spark change. People who are seen as different, like activists or minority groups, can help push society to improve.

Historical Conflict Perspective

• is the idea that powerful people or groups decide what is “right” or “wrong” in society.

• They are the ones who label certain actions or people as “bad” or deviant, even if others might not.

Critical Interpretivism

Theoretical Interpretations of Deviance: (3)

1. Structural Strain Theory

2. Labeling Theory

3. Social Control Theory

• Introduced by Robert Merton

• When society sets goals (like success or wealth) but doesn’t provide equal opportunities for everyone to reach those goals, some people might turn to deviant behavior to try to achieve them

• example: Society says being rich means you’re successful. But a poor person who can’t get a good job or education might turn to stealing or illegal work to make money.

Structural Strain Theory

Structural Strain Theory: (5)

1. Conformists

2. Ritualists

3. Innovators

4. Retreatists

5. Rebels

Follow both the goals and the rules to achieve them.

example: A student who studies hard and follows school rules to get good grades and graduate.

Conformists

Follow the rules but don’t care about the goals anymore.

example: An employee who follows company procedures diligently but no longer cares about getting promoted or the company's goals.

Ritualists

Want the goals but use new or unconventional methods to reach them.

example: A person who wants to be wealthy but chooses to start a business in a new, unconventional way, like using cryptocurrency, even if it’s risky.

Innovators

Give up on both the goals and the rules.

Retreatists

are people who do not accept society’s goals or rules. Instead, they try to change them or make new ones that fit their own beliefs.

Rebels

• means that an action is only seen as “bad” or “wrong” when people — especially those in power — give it that label.

• It’s not the act itself, but the label that makes it deviant.

• The idea is that no behavior is criminal on its own. It’s the people in authority who define what is considered criminal or deviant.

Labeling Theory

• is when people in power call someone or something “bad” or “wrong.”

• This doesn’t just point out a problem — it also shows who has control and creates groups of people seen as different.

Labeling Process

• by Travis Hirschi

• says that people follow rules and avoid doing wrong things when they feel close and connected to society — like their family, school, or community.

• When someone cares about what others think and is committed to social values, they are less likely to break rules.

Social Control Theory

• is how society makes sure people follow rules and behave properly.

• It uses things like rules, rewards, and punishments to guide behavior.

Social Control

Different institutions that plays role in Social Control:

• family and significant others

• schools

• churches

• legal systems

• media

•They teach us the basic rules and values of society.

Family and Significant Others

They provide education and reinforce social norms.

Schools

They offer moral and religious guidance.

Churches

They enforce laws and citizenship responsibilities.

Legal Systems

It shapes our understanding of social norms through movies, news, and other content.

Media

UDHR

United Nations Universal Declaration of Human Rights

is important because it sets out the basic rights and dignity everyone should have, ensuring that individual rights are protected even while contributing to society.

UDHR

Preamble Summary of the Universal Declaration of Human Rights:

1. Inherent Dignity

2. Past Injustices

3. Rule of Law

4. International Friendship

5. UN Charter Goals

6. Global Commitment

7. Understanding Rights

Every person has inherent dignity and equal rights, which are crucial for freedom, justice, and peace.

Inherent Dignity

Ignoring human rights has led to terrible acts that have shocked the world. Everyone should have freedom of speech, belief, and protection from fear and want.

Past Injustices

To prevent people from rebelling against unfair treatment, human rights must be protected by law.

Rule of Law

Promoting friendly relations between nations is important.

International Friendship

supports fundamental human rights, equality, and social progress, aiming for better living standards.

UN Charter Goals

Countries have promised to work with the UN to promote and respect human rights everywhere.

Global Commitment

A shared understanding of these rights is essential for making sure they are respected.

Understanding Rights