Agents of primary Agents of secondary socialisation
socialisation
The Family: Education:
Family are crucial as it effects all later social learning Academic curriculum – giving them skills and
knowledge requires to achieve qualifications and
Primary socialisation involve parents teaching jobs
children how to: Hidden curriculum – unwritten norms which are
• interact and behave in social contexts unintentional side effects of the organisation of the
• think and reason school system and lessons
• communicate in differents social situations
• express emotion Marxist and feminist sociologists
• successfully manage relationships with working-class, ethnic minority and female students
others are likely to experience the hidden curriculum in
ways that undermine their academic achievement
Roy Baumeister (1986) –
• primary socialisation results in children Howard Becker (1995) –
believing that as long as they conform to Teachers unconciously promote an ‘ideal pupil’
behavioural norms family will love and care stereotype in the classroom (hidden curriculum
for them effect) students closer to this stereotype get positive
attention and vice versa
• parental love and approval (and fear of
losing them) provide powerful motivation to Karl Thompson (2017) -
adopt behaviour encourage by parents Observes that the hidden curriculum is most likely to
be reflected in a schools ethos
Jean Piaget – developmental phscychologist:
1. sensorimotor stage (0-2 yrs old ) Critics of hidden curriculum argue that it is indeed
2. preoperational stage (2-7 yrs old) codified
3. concrete operational (7-13yrs old) Paul Willis and Paul Corrigan – (ethnographic)
4. formal operational (13 – 18 yrs old) showed working-class boys remained unaffected by
and had the power to resist the influence of the
primary socialisation may be most effective in stages hidden curriculum
2 and 3 but in stage 4 is where parents may
encounter resistance and rebellion (with support of Is education that effective then ?
peer groups)
Peer groups and friendship networks:
George Herbert Mead (1934) – argued that children
develop a sense of self-identity through interaction Friendship networks, school or occupational
with parents, grandparents and siblings subcultures
Charles Cooley (1998) – (developed meads idea) his Peer groups have a strong influence over adolescent
concept of the ‘looking glass self’ states that a behaviour and attitudes
person’s self grows out of a person’s social
interaction with others – view of ourselves comes This may be because of tensions building between
from how we believe others see us parental controls and teenager desire for
independence and responsibility – common problem
Albert Bandura (1963) – social learning theory is friendships/relationships with the opposite sex
suggests observation and imitation play major roles
- children can learn behaviour by watching Some adolescents may feel pressured to take part in
other role models ‘deviant’ or risky behaviour in order to be accepted
- empathetic role play helps to know what and undergo radical changes to their identity - peer
socialisation
The Family: Education:
Family are crucial as it effects all later social learning Academic curriculum – giving them skills and
knowledge requires to achieve qualifications and
Primary socialisation involve parents teaching jobs
children how to: Hidden curriculum – unwritten norms which are
• interact and behave in social contexts unintentional side effects of the organisation of the
• think and reason school system and lessons
• communicate in differents social situations
• express emotion Marxist and feminist sociologists
• successfully manage relationships with working-class, ethnic minority and female students
others are likely to experience the hidden curriculum in
ways that undermine their academic achievement
Roy Baumeister (1986) –
• primary socialisation results in children Howard Becker (1995) –
believing that as long as they conform to Teachers unconciously promote an ‘ideal pupil’
behavioural norms family will love and care stereotype in the classroom (hidden curriculum
for them effect) students closer to this stereotype get positive
attention and vice versa
• parental love and approval (and fear of
losing them) provide powerful motivation to Karl Thompson (2017) -
adopt behaviour encourage by parents Observes that the hidden curriculum is most likely to
be reflected in a schools ethos
Jean Piaget – developmental phscychologist:
1. sensorimotor stage (0-2 yrs old ) Critics of hidden curriculum argue that it is indeed
2. preoperational stage (2-7 yrs old) codified
3. concrete operational (7-13yrs old) Paul Willis and Paul Corrigan – (ethnographic)
4. formal operational (13 – 18 yrs old) showed working-class boys remained unaffected by
and had the power to resist the influence of the
primary socialisation may be most effective in stages hidden curriculum
2 and 3 but in stage 4 is where parents may
encounter resistance and rebellion (with support of Is education that effective then ?
peer groups)
Peer groups and friendship networks:
George Herbert Mead (1934) – argued that children
develop a sense of self-identity through interaction Friendship networks, school or occupational
with parents, grandparents and siblings subcultures
Charles Cooley (1998) – (developed meads idea) his Peer groups have a strong influence over adolescent
concept of the ‘looking glass self’ states that a behaviour and attitudes
person’s self grows out of a person’s social
interaction with others – view of ourselves comes This may be because of tensions building between
from how we believe others see us parental controls and teenager desire for
independence and responsibility – common problem
Albert Bandura (1963) – social learning theory is friendships/relationships with the opposite sex
suggests observation and imitation play major roles
- children can learn behaviour by watching Some adolescents may feel pressured to take part in
other role models ‘deviant’ or risky behaviour in order to be accepted
- empathetic role play helps to know what and undergo radical changes to their identity - peer
