1. During childhood and adolescence, the major agents of socialization are family, school, peer group, and mass media. The family’s role is critical in forming basic values. Schools introduce children to life beyond the family. In peer groups, young people learn to relate as equals. The mass media provide role models for full integration into society.
Bell Ringer:
How to tv programs such as Sesame Street or Barney play a role in a child’s socialization? They might point to specific directions the characters give viewers to act in a certain way or to say particular things.
Show Barney and start at 15:38
How does Sesame Street socialize us?
Section 3-Preview

3. Section 3-Polling Question
From the list below, what influences your life the most?
A. Parent or parents
B. School
C. Peer groups
D. Mass media A B C D
Section 3-Polling Question

5. The Family and Socialization
A child’s first exposure to the world occurs within the family, which is the primary agent of childhood socialization.
Within the family the child learns to think and speak; internalize norms, beliefs, and values; form basic attitudes; develop a capacity for intimate and personal relationships; and acquire a self-image.
A child’s first exposure to socialization occurs within the family.
How does the family’s social class shape what we think of ourselves and how others treat us?
a. Certain children not allowed to play with you
Families are often the first agents to teach children gender roles
Socialization varies by social class and may reflect the values necessary for the types of jobs held by the parents, according to sociologist Melvin Kohn
Barneyu 15:49
Section 3

6. The Family and Socialization
Families are generally the first agents of socialization to teach children the gender roles considered appropriate in the general society or in the family’s culture.
Socialization varies by social class and may be a reflection of the values necessary for the type of jobs held by the parents, according to sociologist Melvin Kohn.
Section 3

7. The family is a main agent of socialization
The family is a main agent of socialization. For children and young people. Peer groups also play an important role. Peer groups help one another develop skills such as independence from adults, self-sufficiency, getting along with others, Refusal to play with others of one’s peer group , as this boy does , may result in incomplete socialization.

8. Johnny hadn’t been running the streets long when the
knowledge was borne in on him that being a Rocco
made him ‘something special’; the reputation of the
notorious Roccos, known to neighbors, schools, police,
and welfare agencies as ‘chiselers, thieves, and
trouble-makers,’ preceded him. The cop on the beat,
Johnny says, always had some cynical smart crack to
make. Certain homes were barred to him. Certain
children were not permitted to play with him.
Wherever he went—on the streets, in the neighborhood settlement house, at the welfare
agency’s penny milk station, at school, where other
Roccos had been before him, he recognized himself by
a gesture, an oblique remark, a wrong laugh.“
—Jean Evans, “Johnny Rocco,” The Journal of Abnormal and Social Psychology, 1948
Ask: How did Johnny’s family’s reputation affect how others treated him? (Many people rejected him because he was part of the Rocco family.) What part of the primary source excerpt tells how this treatment affected how Johnny thought of himself? (Responses might include: The phrase “something special” indicates that Johnny knew he was different from those around him. The last part of the quote that “he recognized himself by a gesture, an oblique remark, a wrong laugh” indicates that he didn’t feel accepted by those around. He felt like he was always on the outside.
After students have read the information about gender roles, have them write a paragraph about their own experiences concerning how their family taught gender expectations. To extend this activity, volunteers could share how their experiences of the way their families taught gender expectations compared to what is described in their textbook. Intrapersonal

9. From the list below, who are the most influential people in you life?
A. Parent or parents
B. Other relatives
C. Friends
D. Teachers A B C D
Section 3

10. How does religion serve as an agent of socialization for both people who attend religious services and those who do not? (Religion serves as an agent of socialization even for people who do not attend religious services because religious values and beliefs about morality are part of American culture. For those who attend religious services, religion teaches children the values, morals, and beliefs of their particular religion and aspects about group life, such as proper dress and speech. It also influences people’s views on sexuality, proper gender roles, work, and child-rearing practices.)
Explain to students that many proverbs have their roots in various religious traditions. Have students brainstorm a list of proverbs from the United States and post the results of their efforts.
Ask: Do proverbs really teach values? How accurately do the U.S. proverbs reflect current values? Should they be updated? If so, what can students suggest? 
Ask: What is invisible religion? (It is the societal values that originated with religion, but have become part of the broad culture.) In what ways does religion contribute to socialization for those who attend religious services? (It teaches specific values, morals and beliefs, it helps children participate in group life and learn the norms of a group, it influences children’s views on gender roles, sexuality, and other important aspects of life.) 
Are the effects of religion on socialization long-lasting? Explain. (Yes, those with a religious upbringing have lower divorce rates; the role of the family in socialization is strengthened; and the elderly are helpful in dealing with issues such as the death of friends and loved ones, as well as one’s own eventual death.) Verbal/Linguistic

11. Socialization in Schools
In school, many of a child’s relationships with other people are impersonal.
In school, rewards and punishments are based on performance rather than affection. :
School is the first time other adult’s besides a person’s parents have a large impact on them
They are being judges by more objective standards than their parents
become less emotionally dependent on their parents
Section 3

12. Socialization in Schools
The hidden curriculum is the informal and unofficial aspects of culture that schools teach children in preparation for life.
The hidden curriculum teaches children discipline, order, cooperation, and conformity—all characteristics required for success in the adult world of work.
Teaches the reality of how we experience time, everything is run by the clock
Brainstorm other hidden curriculum
being to school on time, respecting your teacher, sitting quietly, being neat, completing assignments
What does this best prepare them for? A position following orders or a leadership position
What are the implications for the workplace of the hidden curriculum? (students might wonder if following the
hidden curriculum at the expense of innovation would produce the most capable leaders.
Section 3

13. Socialization in Schools (cont.)
Because they are separated from the adult world for such long periods of time, school teaches young people to depend on one another for much of their social life.
Verbal/Linguistic Have students research the institution of home schooling and the socialization of home-schooled students. What patterns do they notice? They should compare and contrast the socialization of home-schooled students with students who attend school. Students should then form small groups to discuss the costs and benefits of hidden curriculum.
Section 3

14. Which hidden curriculum influences you the most? A. Discipline
B. Order
C. Cooperation
D. Conformity A B C D
Section 3

15. Add Video Worksheet
Why do peer groups become more important agents of socialization as children get older? (As children get older, they spend more time away from home and with their peer groups. Peer groups give children experience in self-direction, promote independence from adults, and teach them how to get along with large numbers of people and form relationships with nonfamily members.)

16. Peer Group Socialization
A peer group is composed of individuals of roughly the same age and interests.
A child’s peer group is the only agency of socialization that is not controlled primarily by adults.
In peer groups, children experience conflict, competition, cooperation, and self-direction
Activity: Have students prewrite about ways in which they’ve changed since they began high school. Describe physical and personal challenges. You won’t have to share these unless you want to.
The family and the school are both agents of socialization operated by adults
The basic intent of socialization is to pass on the culture from one generation to another.
Section 3

17. Peer Group Socialization
The peer group also provides an opportunity for children to develop close ties with friends outside the family, including members of the opposite sex.
Interacting with large numbers of diverse people helps children develop the social flexibility needed in a mobile, rapidly changing society.
Independence from adults is also promoted by the peer group. Often the norms of the peer group conflict with those of adults. Children learn to be different from their parents to help develop self- sufficiency
Have students write a person journal entry about ways they have changed since since they began high school. Describe physical and personal challenges they have faced.
Students should understand that peer groups are important because they provide a sense of belonging that is free from authority figures. Ask: In what ways are your peer groups important to you? (You will likely get a wide variety of responses.) You can extend this discussion by focusing on the idea of peer group pressure. 
Ask: Is peer group pressure a negative or a positive force? (Encourage students to support their opinions with examples and solid reasoning.) Intrapersonal
Writing an essay  
After students have read about peer group socialization and processed the content, assign them to write a narrative essay titled “If I could trade time with my peers for time with my parents, would I?” Encourage students to honestly explore their own lives and their feelings on the topic. Evaluate the essays for style and mechanics.Intrapersonal
Section 3

18. Do you think peers or family have more influence on children? A. Peers
B. Family A B
Students often spend more time with their peers than their family. Especially when both parents working.
Section 3

19. The Mass Media and Socialization
Mass media are means of communication designed to reach the general population, such as television, newspapers and the radio.
Many popular images presented in mass media are highly distorted.
(bad guys never get caught, police work is glamourous and exciting)
It is often through mass media that children are often introduced to numerous aspects of culture.
Section 3

20. The Mass Media and Socialization (cont.)
Positive effects:
The display of role models
The mass media provide children with such images and ideals as achievement and success, activity and work, equality and democracy.
Brainstorm positive aspects of mass media:
inform us about events
introduce us to a wide variety of people
make people aware of new products and services
entertainment
produce a range of viewpoints on important issues
Section 3

21. The Mass Media and Socialization (cont.)
Negative effects:
Exposure to violence
can be used as vehicles for propaganda to influence behavior.
Negative
1. By age 16, the average American child will have seen twenty thousand homicides on television
Is there a connection between television violence and real life violence?
2. Should companies like McDonalds and Burger King use characters from a very popular television programs (like teletubbies to promote their products?) Some say they shouldn’t be encouraged to prefer “junk” food at that age.
Some psychologists explain that adolescents go through a period known as adolescent moratorium as they mourn the loss of childhood and prepare for the rigors of adulthood. Create a list of what you believe adults don’t understand about adolescents.
Conduct a survey of television programs on commercial stations and others should watch PBS. Make a chart on which you list the title of the program and the time it is being shown. Keep track of the subtle or overt messages about race, gender, or disabilities. Look at children’s programs and primetime programs. Compare the data you collect.
Section 3

22. Availability of Television
Do you know any families that don’t own television?
Not only wealth, but geographic factors such as mountain ranges, sparse population, rainforests slows the spread of television
People in more remote areas of South America depend heavily on radio
Source: The World Bank, 2005 World Development Indicators.
World View

24. Show students a clip from a 1940s movie and from a current movie showing men and women interacting. Have students list specific ways men and women are portrayed.Ask: What gender expectations did you see in the old clip? (Answers will likely show very specific gender differences.) What gender expectations did you see in the new clip? What similarities and differences do you see in the gender expectations in these clips? (Answers will vary with the clips selected.)Visual/Spatial

27. Which is an example of mass media? A. Television B. Newspaper
C. Internet
D. All of the above A B C D
Section 3

28. hidden curriculum
peer group
mass media
Section 3-Key Terms

29. hidden curriculum
the informal and unofficial aspects of culture that children are taught in school
Vocab 12

30. peer group set of individuals of roughly the same age and interests
Vocab 13

31. mass media
means of communication designed to reach the general population
Vocab 14