secondary socialisation 2

Durkheim

• functionalist

• argues the hidden curriculum teaches value consensus

• students learn the importance of conforming to rules when they get punished for being late, misbehaving, not hanging work in on time

• students learn working hard as a norm through sanctions such as detention from not completing homework

• rewarded for high marks

• sports day teaches the importance of competition, collaboration, teamwork as being a team player are often celebrated: assemblys and sports day

davis and Moore

• functionalists

• education teaches meritocracy

• jobs and pay are allocated based on an individuals talent and achievements rather than social status

• students who work had gain the best results and rewarded with better jobs and pay

parons

• role allocation

• instrumental and expressive roles

Sutton trust

an organisation that provides opportunities for people from non-privileged backgrounds through education

• elitist britain 2019 analysed edu background of 5000 ppl in top jobs

• these influential ppl were 5x more likely to be privately educated than average population & top unis Oxford and Cambridge

• pop stars even fall into this

• research from 2005:

• 1.3 of MPS attended uni: 27% Cambridge or Oxford

• MPS aren’t meant to represent people from a range of backgrounds yet this isn’t the case

• full social mobility hase’t been achieve

• upper class at an advantage and can buy a good education and then in return a good job

bowels and gintis

giant myth making machine

• they argue that the hidden curriculum teaches values of the ruling class

• teaches to be: conformist, passive, accept hierarchy which reflects the ruiling classes need to have a controllable workforce

hey

study shows how peers control one and another through informal sanctions

• analysed class notes and listened to interactions between teen girls

• they excluded and insulted peers when to conforming to expectations

• girls among the same social class tend to form cliques

• within each clique nor and values differed

• wc girls called each other slags if they were being too promiscuous and then their behaviour was controlled via that sanction

• mc girls gave encouragement to be roe sexually adventurous

• norm = wc dress more provocative, more makeup, more revealing clothing

• mc = dress more casually

• the different norms and values led to animosity between the groups

Becker

interactionlsit

education teaches labelling

• teachers apply labels on pupils in terms of their ability, potential, behaviour

• the labels can be positive or negative and lead to a self-fulfilling prophecy

poole

• to find islamophobia in the media using content analysis to see how many newspaper articles were pos/neg about islam/muslims

• nearly all the articles mentioning islam were negative and likely to be connected to words like ‘radicalisation’ ‘racialisation’ and ‘terrorism’

• these negative views of muslims were accepted by ppl who didn’t have their own experiences with muslims

• ppl with islamic peers didn’t accept the medias version of muslims being terrorists and radical racialsation

smith et al

cyber bullying

sample = 100 kids completed a questionnaire in 14 skills across yr 7-10

• 20% of their sample had experienced cyber bullying

• girls reported more bullying behaviour than boys which differs fro face-to-face bullying

• 1/3 failed to tell anyone about the bullying which shows how vulnerable youth are

turkle

alone together

• increasing time we spend on social media is having a negative effect on our identity and relationships

• were in danger of being isolated in the digital world

• as a result, we won’t have strong face-to-face relationships

• she called our failure to community properly in real life being ‘alone together’ as we are in the same place but separated by our devices

• this is less satisfying and will lead to a breakdown of families and relationships

she is criticised for not seeing the positive in how media can bring people together: marginalised groups can meet other ppl like them

Walter

• a hypersexual culture is materialising where women are increasingly portrayed as sexual objets rather that as people with intelligence, desires and needs

• this culture is a result of TikTok and insta which has a overemphasis on sexualised clothing for young girls and advocates for plastic surgery but centred at women

• sexualised images of women are everywhere: billboards for lingerie,

• porn is readily available: bonnie blue advertising for 1000 en to sleep with her in a day

• Walter is concerned about the increasing pressure on young girls to look good which may account for increased instances of eating disorders: proana, promia

• porn hub and onlyfans creating unrealistic expectations of women and sex

hakim and who does hakim counter

Walter

• post feminist

• criticises Walter for failing to recognise that women are excessing more sexual freedom

• they are choosing to engage in a hyper sexual culture

• that this is a break away from traditional views of femininity held in the past

• men and women should use sexual capital to get on in life

• women should embrace opportunities where they can use sexual capital to gain popularity, climb the career ladder etc

sewell

• media is extremely influential in shaping ethnic identity among disaffected African- Caribbean youth in British inner cities

• he argues they are partly responsible for educational underachievement and the levels of exclusion in this group

• african-caribbean male identity is focused on being ‘hyper-male’ and ‘gansta’ due to the influence of rap stars

• rap stars compensate for their lack of father figure

• 50% of black British families are single parent headed

• rap stars are role models to this group and the media portrays the as successful, rich, driving expensive cars, large houses with pools

• sewer believe rap stars are responsible for encouraging young African-caribbean males to subscribe to consumer culture

burchill

is critical of the practice of head covering for muslim women

• mobile prison

• wrote in the guardian which is left wing ‘such women carry round with them a mobile prison’

• islamic culture believes and culture control young women

• according to Quran women should exercise: religious modesty, hijab, attractiveness may lead men astray

• may islamic feminists argue this has been misinterpreted by men to mean that women must cover their bodies and faces in the presence of men who aren’t relatives with the patriarchal motive of controlling women

• western commentators view the practice as evidence of repression

Watson

the veil is not a symbol of oppression but freedom

• Muslim women choose to wear it to liberate themselves from the male gaze and prevents them from being judged by what they look like

• most muslim women wear a veil because they choose to

• watson rejects the antithesis that is it imposed by fathers, brothers, husbands

ghuman

first generation of asian parents, hindu, Sikh, islam were brought up to be obedient, respectful, loyal

• social conformity, inter-dependant rather that individualistic which was seen as a threat to the authority of the head of the family

• parents choice education as it wa known they were in their kids best interest

• parents choose marriage partners

• religious training was very important and stressed humility over self pride

• mother tongue was important and maintained links between generations

• children socialised into these norms and values through deliberate instruction ie tutor for mother tongue to teach punjabi

• usually bi-lingual

johal

studied 2nd and 3rd get british asians who are called ‘brasian’

• says this is the most workable label as definite acceptance of being British whilst referring with Asia

• these groups have dual identity: they inherit a asian identity, adopt a white one

• asian youth adopt a ‘white mask’ to interact with peers at social places but emphasis culture differences

• parents regarded religion as important but 2nd 3rd gen chose to uphold this as an ‘empowerment through difference’ which demonstrates their pride in culture and heritage

• they carefully negotiated their associations with religion: choosing marriage partner, intra-ethnic marriage, diet, drinking, more liberal, and they carefully asserted these amongst white peers and less with parents

• this is cultural hybridity because they took values from both asian and British culture = new identity different from parents and peers

• ‘white mask’= ethnic minorities feel pressure to ‘act’ a certain way to fit in and feel as if they have to conceal true selves

• if ethnic minorities feel pressure to integrate, assimilate this could destroy rich cultural heritage and suggest Britain is not as multicultural and accepting as some suggest

modood

conducted a study of a sample of African Caribbeans living in Birmingham to chart changes in their culture over time

• 2nd and 3rd gen blacks were less religious than first gen who were predominantly Christian pentecostal

• 2nd 3rd gen used less cultural dialects and language than fist gen

• 2nd 3rd gen blacks considered themselves as black rather than West Indian like first gen

• eg: Mayne young Sikh men choose not to wear the turban

bruce

religion as a cultural defence

• older ppl may use religion to hold onto traditions form their past in a world changing too quickly

• the stability of norms and values of traditional religions are used by elders as a defence from what they perceive as confusing and relentless change

• religion reinforces the norm of conservatism within old age, reinforcing the identity of older people as resistant to change

Gannon

elder women are discriminated against in terms of age and gender

• women’s status reduces after menopause; reflecting societies tendency to see women in terms of their sexuality and child bearing usefulness

• example of informal social control women face

Feminists

glass ceiling

• invisible barrier that stops when from reaching top jobs

• ironically they watch male counterparts rise through the ranks

• women socialised into expecting less from their job as they do not see people;e like them at the top of the work structure

• women are socialised to conform to rules and to not conduct risk-taking behaviour

waddington

negative behaviours were role modelled within the police force

• low level racism, homophobia sexism, stereotypes based on class were all used in canteen culture

• these damaging values became a norm within this peer group

• this is detrimental to fair policing: bc officers more likely to work in line with these prejudices and this’ll lead to harsher and unfair policing for certain groups

• being re-socialised into a new work culture may not bring positive changes

skeggs

researched a group of wc women retraining to become health care workers

as training progressed, the women were re-socialised into new behaviours

• they wore skirts, high heels, makeup outside of work but when learning that this was not a norm adapted their dress code to fit in

• they imitated women already in the profession

• wore more demure clothing and les make up

• gender and class have a link

• they re-socialised their identity to fit in