CONTEXT, CONTENT, PROCESSES,

AND CONSEQUENCES OF
SOCIALIZATION
Understanding Culture, Society, and Politics
Most Essential Learning Competency
Explain context,
content, processes, and
consequences of
socialization.
 SOCIALIZATION
Socialization is a form of interaction by
which people acquire personality and
learn the way of life of their society.
It is considered the essential link
between the individual and society.
In fact, socialization allows the
individual to learn the norms, values,
languages, skills, beliefs, and other
patterns of thought and action that are
essential for social living. (Robertson,
SOCIALIZATION
Socialization concerns
both social structure and
interpersonal relations.
It contains three key
parts: context, content
and process, and
results.
SOCIALIZATION
This process helps individuals
function well in society, and, in
turn, helps society run
smoothly. Family members,
teachers, religious leaders, and
peers all play roles in a
person's socialization.
Social Group
Social group is a
collection of individuals
who have relations with
one another that make
them interdependent to
some significant degree.
 Types of Social Group
Primary group Secondary
group
a small, intimate, and less a larger, less intimate and
specialized group more specialized group
whereby members whereby members
engaged in emotion- engaged in objective-
based interaction and oriented relationships
interdependence over an for a limited period of
extended period of time. time.
 Types of Social Group
In-group Out-group
a group to which a person is a group to which one
belongs, and with which does not belong and to
he or she feels sense of which he or she may feel
identity. hostility.
 Types of Social Group
Reference Network group
group
a group which has a refers to the structure of
strong influence on an relationship which has
individual’s, beliefs, interconnections, ties,
values, behavior and and linkages between
attitude. people, their groups, and
the larger social
institutions to which
they all belong.
CONTEXT
Context refers to the culture, language,
social structures and one’s position
within that particular society.
It also includes history and the roles
people and institutions around them
performed in the past. One's life
context will significantly affect the
socialization process.
For example, a family's economic class
may have a huge impact on how parents
associate or deal with their children.
PROCESSES
GENDER STEREOTYPES
also bear strong influence on
socialization processes.
Cultural expectations for
gender roles and gendered
behavior are conveyed to
children through color-coded
clothes and sorts of game.
PROCESSES
Race also plays
a factor in
socialization.
While context sets the stage for
socialization, the content and
process comprise the work of this
undertaking. How parents assign
chores or tell their children to
interact with police are examples of
content and process, which are
also defined by the span of
socialization, the methods used, the
people involved, and the type of
experience.
School plays an important role in socialization
of students of all ages. In class, young people
receive instructions related to their conduct,
tasks, authority, schedules and deadlines.
Teaching this content requires social interaction
between educators and students. Typically, the
policies and expectations are both written and
spoken shall be reiterated thoroughly. In this
manner, the student conduct is either rewarded
or punished. As this occurs, students learn
standards of proper behavior suitable for
school.
 RESULT
Results are the
outcome of socialization
and refer to the way a
person conceives and
conducts after
undergoing this process.
As children mature, the results of
socialization include knowing how
to obey rules, wait for their turn or
organize their schedule to be
productive. We can see the results
of socialization in everything, from
men hitting the gym to achieve
appealing biceps to women
wearing make ups to look more
attractive.
Activity 1. Nature vs. Nurture
Directions: Complete the table below. In the first
column (Nature) list down and discuss all the
biological traits that you have inherited from your
parents (e.g. color of the hair, color of the skin,
etc.) while in the second column (Nurture) list
down all the sociological traits handed down to you
by your parents through the process of
socialization and learning (e.g. mannerisms,
hobbies, values, etc.). Then after listing down your
answers, write why you consider such traits as
something biological or sociological.
 NATURE NURTURE

e.g. color of the hair, color of the skin, (e.g. mannerisms, hobbies, values, etc.).
etc.)
YOUR EXPLANATION: YOUR EXPLANATION:
FORMS AND FUNCTIONS OF
SOCIAL ORGANIZATIONS
Understanding Culture, Society, and Politics
 MOST ESSENTIAL
LEARNING COMPETENCY
To analyze the forms and
functions of social
organizations.
A society is organized, not only
because of individuals who interact
and share common interests, but also
due to the prevailing interaction
among them, their state of
belongingness, and the ability to
influence one another and work
together to achieve common goals.
Sociological Perspective of Society
Social groups are
fundamental parts of human
life.
The discipline of Sociology
focuses primarily on the study
of social groups in a society.
Sociological Theories or Perspectives. Different
sociological perspectives enable sociologists to
view social issues through a variety of useful
lenses.
Structural-Functional
Theory
Structural-functional theory,
also called functionalism, sees
society as a structure with
interrelated parts designed to
meet the biological and social
needs of the individuals in
that society.
Hebert Spencer (1820–1903),
Functionalism grew out of the writings of
English philosopher and biologist, Hebert
Spencer (1820–1903), who saw similarities
between society and the human body.
He argued that just as the various organs of
the body work together to keep the body
functioning, the various parts of society work
together to keep society functioning
(Spencer 1898).
The parts of society that Spencer
referred to were the social
institutions, or patterns of beliefs
and behaviors focused on meeting
social needs, such as government,
education, family, healthcare,
religion, and the economy.
 Emile Durkheim
A sociologist
Durkheim believed that society is a complex
system of interrelated and interdependent parts
that work together to maintain stability
(Durkheim 1893) and that society is held
together by shared values, languages, and
symbols.
Durkheim believed that individuals may make up
society, but in order to study society, sociologists
have to look beyond individuals to social facts.
Emile Durkheim
Social facts are the laws, morals,
values, religious beliefs, customs,
fashions, rituals, and all of the cultural
rules that govern social life (Durkheim
1895)
For example: one function of a society’s
laws may be to protect society from
violence, while another is to punish
criminal behavior, while another is to
preserve public safety.
 Robert Merton (1910–2003)
pointed out that social processes often have many
functions.
Manifest functions are the consequences of a
social process that are sought or anticipated.
A manifest function of college education, for example,
includes gaining knowledge, preparing for a career,
and finding a good job that utilizes that education.
Latent functions are the unsought consequences of
a social process
Latent functions of your college years include meeting
new people, participating in extracurricular activities,
or even finding a spouse or partner.
Conflict Theory
 Karl Marx (1818–1883),
Conflict theory looks at society as a
competition for limited resources. This
perspective is a macro-level approach most
identified with the writings of German
philosopher and sociologist Karl Marx
(1818–1883), who saw society as being made
up of two classes, the bourgeoisie
(capitalist) and the proletariat (workers), who
must compete for social, material, and political
resources such as food and housing,
employment, education, and leisure time.
Symbolic Interactionist
Theory
Symbolic Interactionist Theory is a
micro-level theory that focuses on
meanings attached to human
interaction, both verbal and non-verbal,
and to symbols. Communication—the
exchange of meaning through language
and symbols—is believed to be the way in
which people make sense of their social
worlds.
 Charles Horton Cooley
Charles Horton Cooley-looking-glass
self (1902) to describe how a person’s
self of self grows out of interactions
with others, and he proposed a threefold
process for this development:
1) we see how others react to us,
2) we interpret that reaction (typically as
positive or negative) and
3) we develop a sense of self based on
those interpretations.
“Looking-glass” is an archaic
term for a mirror, so Cooley
theorized that we “see” ourselves
when we interact with others
George Herbert Mead (1863–1931)
George Herbert Mead
(1863–1931) is considered a
founder of symbolic
interactionism, though he
never published his work on
this subject (LaRossa and
Reitzes 1993).
The focus on the importance of interaction in
building a society led sociologists like Erving
Goffman (1922–1982) to develop a technique
called dramaturgical analysis. Goffman used
theater as an analogy for social interaction
and recognized that people’s interactions
showed patterns of cultural “scripts.” Since it
can be unclear what part a person may play in
a given situation, as we all occupy multiple
roles in a given day (i.e., student, friend, son/
daughter, employee, etc.), one has to improvise
his or her role as the situation unfolds (Goffman
1958).
Thank you for
listening!