Department of Education

Division of Bataan
JUSTICE EMILIO ANGELES GANCAYCO MEMORIAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

UNDERSTANDING CULTURE, SOCIETY AND POLITICS

Part 4: Becoming a Member of Society

Learning Competency: Identify the context, content, processes, and consequences of enculturation and socialization. UCSP11/12BMS-1g-16
I. SOCIALIZATION AND ENCULTURATION
SOCIALIZATION
 Refers to the lifelong process of social interaction through which people acquire their identities and necessary
survival skills in society.
 It prepares new members of society and trains them to think, feel, and act in appropriate ways.
 The central process of social life, and is also a process of member recruitment and replacement.
 The process of socialization enables a person to gradually become a self-aware and knowledgeable human
being, and learn the ways, values, rules, and culture of his or her society.
ENCULTURATION
 A process of being socialized to a particular culture or to first culture.
 A process by which an individual learns the culture that they are surrounded by.
 It teaches amongst other things moral values, behaviors, expectations, rituals and language so as to think, feel,
and behave appropriately in a particular culture.
Internalization
 Refers to the process of accepting the social norms, attitudes, roles, and values transmitted by people and social
groups within society as one’s own.

NATURE versus NURTURE

 Both nature and nurture play an important role in the social development and socialization process of an
individual.

ASPECTS OF SOCIALIZATION
1. Social context
 Refers to the particular circumstances of a society and consists of its culture, language, and the social structures
that define social class, ethnicity, and gender.
 Includes social and historical events, mechanisms of power and control, and institutions and individuals that
engage the person in the socialization process.
2. Content
 Refers to the ideas, beliefs, behavior, and other information that are passed on by members of society to the
individual.
3. Process
 Refers to the methods of interaction that enable the content to be given to the person undergoing socialization.
 Socialization is considered a highly interactive process which enables old and new members to cooperate with
the exercise mutual influence on one another.
4. Results
 Refers to the outcomes of socialization, and are evident when individuals begin to practice the behaviors,
attitudes, and values that society considers necessary for them to function effectively as its members.
 A significant result of socialization is self-identity, which refers to the establishment of a unique sense of
identity and an awareness of how it relates to their society and the world.

STATUS
 Our social position within a group. Example, Status in the family: Father; Status in the company: Manager. One’s
status may be achieved or ascribed.
1. Achieved
o Not assigned to individuals by virtue of birth, but left open to be filled through competition and individual
effort. It is earned through one’s own effort.
2. Ascribed
o Assigned to individuals without reference to their actual abilities, and can be predicted and trained for from
the moment of birth.

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ROLE
 Refers to the socially defined expectations to every status an individual is given.
Example:
- Role of a Man whose status is a father: head of the family, provider.
- Role of a Man whose status is a manager: head of a company, supervises the whole company, makes sure
everything is in order.

II. AGENTS OF SOCIALIZATION AND ENCULTURATION

1. Family
 The primary agent of socialization of an individual upon birth, throughout infancy, and up to childhood. Parents and
other family members are essential for the care and development of the child, and as the child matures, the family
becomes an important venue for social engagement and political socialization.
 The primary network for the transmission of values, attitudes, and behaviors.
 Have a significant role in planning the future of their children.
 It also exerts a great influence on religious affiliation and belief.
 Significant agent of political socialization, also determines the political values and views of children.
2. Schools
 Schools have a critical and active role in socialization, as their various academic and social activities mold students’
beliefs, values, and attitudes.
 Schools teach students important values like competitiveness, cooperation, conformity, innovation, punctuality,
orderliness, and respect to authority.
 Students learn the value of self-improvement and hard work through classroom activities and learning tasks which
give them opportunities to apply their knowledge and skills.
 Students benefit from the constant guidance and evaluation provided by teachers.
 Schools are also venues for political socialization.
 Schools are also vital in the development of political unity and establishing shared identities among citizens who
come from diverse social and cultural backgrounds.
3. Peer Groups
 Refer to people who share the same interests or characteristics such as age and social background.
 Having a peer group, a child attains a sense of belonging and a shared identity with other members of the group
because of mutual support, shared activities, and common interest.
4. Mass Media
 Mass media includes forms of communication such as books, magazines, newspapers, other print materials, radio,
television, and movies.
 It is a powerful agent of socialization which is widely used by many institutions and organizations involved in the
use of print and electronic communication.
 Mass media functions as a socializing agent in the following ways: it is a source of information regarding events in
society; it represents various viewpoints regarding events and developments within society; and it provides
entertainment by showcasing other people’s experiences.
 The relationship between mass media and politics is very complex. And scholars have varied views regarding how
mass media influences and shapes people’s attitudes and behavior.
 Pluralist model – portrays media as an ideological marketplace that enhances debate and electoral choice.
Examples of these are talk shows that engage in discussions on relevant social issues, and live debates that
allow political candidates to engage in discussion and inform the citizens regarding their respective
government programs.
 Market model – suggests that media reflects the views of the general public, and that media presents what
they think the people want. This is seen in television networks where telenovelas and “reality shows” are
dominant on air, since these types of shows are seen by media owners and executives as the most popular
forms of entertainment among the people.
 Dominant-ideology model – traces bias to links between media and the political and social elite. This could
be seen in instances when prominent business or political figures own, control, or exert influence over
certain media outlets through their business or social connections.
 Elite-values model – recognizes media bias as a product of the personal views of media professionals such
as journalists, broadcasters, and editors.
5. Religion and State
 Both religion and state are considered as the ultimate sources of authority, making the church and government
important agents of socialization.
 Religion exerts a great influence on the views of a person, legitimizes accepted social practices, provides
stability to society, and can even be sources of social change.

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  The state participates in socialization through laws and other regulations that reinforce appropriate behavior,
and help form values and attitudes of the citizens.
6. Major Social and Historical Events
 The changes and developments brought about by historical events often cause transformations in the values,
attitudes, and views that define societies, leading to further changes in the behavior and traditions of societies.
 Historical events tend to affect individuals and societies differently.

Learning Competency: Identify the social goals and the socially acceptable means of achieving these goals. UCSP11/12BMS-1h-17
III. CONFORMITY, DEVIANCE, AND SOCIAL CONTROL

CONFORMITY
 Refers to the process of altering one’s thoughts and actions to adapt to the accepted behavior within his or her group
or society.
 Social psychology considers conformity as a product of pressure exerted by the group on the individual.
3 types of conformity according to Herbert Kelman
1. Compliance – refers to the outward conformity to social pressure but privately disagreeing it. This is often motivated
by the desire to gain rewards or avoid punishment.
2. Identification – refers to the individual adopting a certain behavior because it enables him or her to have a satisfying
relationship with the members of his or her group.
3. Internalization or acceptance – involves both public compliance and internal acceptance of the norms and standards
imposed by the group. This is the most permanent and deeply-rooted response to social influence. Acceptance
eventually results to the integration of the group’s set of beliefs and behavior into the individual’s own framework.

DEVIANCE
 A behavior that elicits a strong reaction from group members and involves actions that violate commonly held social
norms.
 Varies depending on the context of the group or society.

Merton’s Modes of Adaptation Leading to Forms of Deviance (Sullivan, 2007)

1. Innovation
- Observed in which people pursue the cultural goals through illegal or other socially disapproved means.
2. Ritualism
- Occurs when an individual almost compulsively accepts the culturally approved means but does not use them to
achieve cultural goals.
3. Retreatism
- Rejecting both the culturally approved goals and the legitimate means for achieving them.
4. Rebellion
- Occurs when people reject both the socially approved goals and the socially approved means and then seek to
replace them with alternative goals and means.
Various views regarding the causes of and influences on social deviance
 Biological and psychological theories consider deviance as being influenced by biological factors such as genetics,
but these views have been largely discredited.
 Sociologists believe that deviant or criminal behavior is learned in the same way as abiding the law.
 Structural-functionalist frameworks consider crime and deviance as the result of structural tensions and lack of
moral regulations within society.
 Emile Durkheim uses the term anomie to refer to a condition where social control becomes ineffective due
to the loss of shared values and sense of purpose in society. This gives way to either the breakdown of
traditional life or a period of social change.
 Robert Merton relates deviance to the strain felt by individuals whenever social norms conflict with reality.
His structural strain theory argues that the tensions and strains between socially-approved goals and an
individual’s ability to meet them will lead to deviance.
 The subcultural view points to the emergence of deviant behavior within certain groups in society or
subcultures. The set of values and behavior prevalent within these groups makes them very prone to engage
in deviant or criminal behavior.
 Symbolic-interactionist view considers deviance as a socially constructed phenomenon influenced largely by
interpersonal relationships between members of society.
 Labeling theory believes that there is actually no deviance in society; deviance only emerges when society
begins labeling certain actions as “deviant” or “undesirable.” Labeling comes into play when society deems
the behaviors of a certain group, such as gang members, as deviant. This view also believes that deviant
behavior emerges and is reinforced by interacting with people who display deviance.

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  Conflict perspective analyzes deviance in the framework of competing interests between social groups and the
maintenance of power among the elites. This view considers concepts of deviance as a reflection of society’s
inequalities as those who are less powerful in society or minorities are more likely to be considered as deviants or
criminals.
 Control theories consider deviance as emerging because of inadequate social controls.
 Broken windows theory suggests a direct relationship between social disorder and deviance, and that
maintaining even an appearance of order is sufficient to discourage deviance.

SOCIAL CONTROL
 Defined as any systematic means and practices used to maintain norms, rules, and laws; regulate conflict; and
discourage deviant behavior.

SANCTIONS
 The most common means of social control, and are often employed to address conflicts and violations of social
norms. Sanctions can be formal or informal.
 Formal Sanctions – are those provided for by laws and other regulations in society. Laws formally
designate certain deviant behaviors as crimes, and prescribe sanctions for such acts. Each society has its
own set of definitions regarding crime and the appropriate sanctions to be applied.
 Informal Sanctions – are most commonly imposed by smaller societies, communities, or groups. There are
no set laws or regulations that define the nature of these sanctions, and these are often arbitrarily agreed
upon by members of the group or society. Ex: Ostracism, social stigma, and gossip.
 Ostracism – an ostracized individual is forcibly isolated from the rest of society for a certain time.
 Social stigma – a stigmatized person still remains within society but is subject to isolation and
rejection by other members of society.
 Gossip – considered as another way of imposing informal sanctions.
Norms and Sanctions
Norms Sanctions
Positive Negative
Formal Salary bonus Demotion
Testimonial Dinner Firing from a job
Medal Jail sentence
Diploma Expulsion
Informal Smile Frown
Compliment Humiliation
Cheers Belittling
Praises Gossip

Learning Competency: Promote protection of human dignity, rights, and the common good. UCSP11/12BMS-1h-19
IV. HUMAN DIGNITY AND HUMAN RIGHTS

HUMAN DIGNITY
 Refers to the idea that a person has the innate right to be valued, respected, and treated well.
 Since we are human beings, we must be given value and respect regardless of our sex, race, national or ethnic origin,
age, color, religion, language, opinions, property, class and other category or status.

HUMAN RIGHTS
 Are legal, social, and ethical principles that consider the human person as deserving of liberties and protections by
virtue of his or her human dignity.
 As defined by the United Nations, Human Rights as universal legal guarantees protecting individuals and groups
against actions which interfere with fundamental freedoms and human dignity. These are rights inherent to all
human beings, whatever our nationality, place or residence, sex, national or ethnic origin, color, religion,
language, or any other status.

*Human dignity and human rights are significant concerns when dealing with socialization and issues on deviance and
social control. Socialization primarily aims to instill recognition of and respect for human rights and dignity.

Characteristics of Human Rights

 They are universal because they belong to all human beings regardless of race, religion, gender, and other
characteristics.
 They are fundamental since they cannot be taken away from any human being.
 They are indivisible as various rights are interrelated and given equal importance.

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  They are absolute since they cannot be qualified and are considered basic necessities for living a genuine life.

UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR)

 The major legal instrument that upholds the recognition of human rights.
 Drafted by the United Nations Commission on Human Rights in 1948.
 This document was one of the major results of the end of the Second World War.
 Though the United Nations cannot compel nations to enforce the Declaration, many member-states have ratified and
incorporated its provisions and principles in their respective laws.

30 ARTICLES OF UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR)

1. We Are All Born Free & Equal. We are all born free. We all have our own thoughts and ideas. We should all be treated
in the same way.
2. Don’t Discriminate. These rights belong to everybody, whatever our differences.
3. The Right to Life. We all have the right to life, and to live in freedom and safety. 
4. No Slavery. Nobody has any right to make us a slave. We cannot make anyone our slave. 
5. No Torture. Nobody has any right to hurt us or to torture us. 
6. You Have Rights No Matter Where You Go. I am a person just like you! 
7. We’re All Equal Before the Law. The law is the same for everyone. It must treat us all fairly. 
8. Your Human Rights Are Protected by Law. We can all ask for the law to help us when we are not treated fairly. 
9. No Unfair Detainment. Nobody has the right to put us in prison without good reason and keep us there, or to send us
away from our country. 
10. The Right to Trial. If we are put on trial this should be in public. The people who try us should not let anyone tell them
what to do. 
11. We’re Always Innocent Till Proven Guilty. Nobody should be blamed for doing something until it is proven. When
people say we did a bad thing we have the right to show it is not true. 
12. The Right to Privacy. Nobody should try to harm our good name. Nobody has the right to come into our home, open our
letters, or bother us or our family without a good reason. 
13. Freedom to Move. We all have the right to go where we want in our own country and to travel as we wish. 
14. The Right to Seek a Safe Place to Live. If we are frightened of being badly treated in our own country, we all have the
right to run away to another country to be safe. 
15. Right to a Nationality. We all have the right to belong to a country.
16. Marriage and Family. Every grown-up has the right to marry and have a family if they want to. Men and women have
the same rights when they are married, and when they are separated.
17. The Right to Your Own Things. Everyone has the right to own things or share them. Nobody should take our things
from us without a good reason.
18. Freedom of Thought. We all have the right to believe in what we want to believe, to have a religion, or to change it if we
want. 
19. Freedom of Expression. We all have the right to make up our own minds, to think what we like, to say what we think,
and to share our ideas with other people. 
20. The Right to Public Assembly. We all have the right to meet our friends and to work together in peace to defend our
rights. Nobody can make us join a group if we don’t want to.
21. The Right to Democracy. We all have the right to take part in the government of our country. Every grown-up should be
allowed to choose their own leaders. 
22. Social Security. We all have the right to affordable housing, medicine, education, and childcare, enough money to live
on and medical help if we are ill or old. 
23. Workers’ Rights. Every grown-up has the right to do a job, to a fair wage for their work, and to join a trade union. 
24. The Right to Play. We all have the right to rest from work and to relax. 
25. Food and Shelter for All. We all have the right to a good life. Mothers and children, people who are old, unemployed or
disabled, and all people have the right to be cared for. 
26. The Right to Education. Education is a right. Primary school should be free. We should learn about the United Nations
and how to get on with others. Our parents can choose what we learn. 

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27. Copyright. Copyright is a special law that protects one’s own artistic creations and writings; others cannot make copies
without permission. We all have the right to our own way of life and to enjoy the good things that art, science and learning
bring. 
28. A Fair and Free World. There must be proper order so we can all enjoy rights and freedoms in our own country and all
over the world. 
29. Responsibility. We have a duty to other people, and we should protect their rights and freedoms. 
30. No One Can Take Away Your Human Rights.

COMMON GOOD
 It projects the idea of a social order that enables every citizen to attain his or her fullest development economically,
politically, culturally, and spirituality.
 We must promote inclusive citizenship that all must have equal access to legal equality.

*** END OF PART 4 ***

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