Agents of Socialisation + Divorce PDF

AGENTS OF Socialisation refers to the process by which an individual SOCIALISATION learn the culture of their society Agents of socialisation are agents or institutions that can impress social norms on individuals Forms of socialisation:...

AGENTS OF Socialisation refers to the process by which an individual SOCIALISATION learn the culture of their society Agents of socialisation are agents or institutions that can impress social norms on individuals Forms of socialisation: Primary socialisation - takes place during early years of childhood- within the first five years of an individual life-particularistic norms and values that’s basic norms and values-language/walking/dress code /eating properly  Secondary socialisation-process where individuals learns the universalistic values and norms-competition/respect/punctuality/ Anticipatory socialisation-happens when individuals anticipate future roles-when a parent visualises himself or herself becoming a parent before she actually becomes a parent resocialisation- is when individuals have a new social position and status in society-can be mandatory or voluntary/ mandatory=a mentally ill patient getting treatment at a mental asylum/voluntary=a drug addict getting a treatment at a rehabilitation center  Enables secondary socialisation-children learn universalistic values- AGENTS OF punctuality/respect/competition SOCIALISATION school Through hidden curriculum-things that children learn from the process of attending Family school –respect teachers/hierarchy /authority which would make them conform and behave Enables primary socialisation-particularistic It is an informal norms and values-eg –language /eating School equips children with skills and agent of social properly/dress code/walking/-preventing knowledge-intellectual skills/technical control formation of feral children like genie/amala and skills/cultural heritage that boost their self Use informal kamala/- esteem and gives them an identity sanctions to encourage of Family is a crucial institution that’s plays a vital Is a formal gent of social control-uses formal discourage behaviour role in the process of primary socialisation and sanction to encourage behaviour or development of a child as it allows changes and discourage behaviour- rewards = Rewards-smiling/gifts adjustments to be made regarding behaviour praises/giving stickers Punishment- due to close ties and motivation linked to Punishment= detention/being sent out of shouting/physical those doing the socialisation class beating  Can be defined as a means of mass communication includes t.v etc… Peer group Mass media can shape our perception of reality and shape Refers to a group of people of the same age our values and norms or status as us Mass media Socialisation process is one way only as the audience is Can have an impact on behaviour as passive receivers interactions between peers can shape our perceptions/can push us towards new Media representation of gender/old age/teenage habits/new interests hood/childhood can shape an individual perception of reality For example-new style of music/ fashion/new Examples teenagers are seen as rebellious in movies and habits like smoking and alcohol as having bad habits like smoking and drinking Peer group can also be seen as a reference Can an impact on behaviour –people like to imitate and group –something which is important to us – copy things they find interesting on the mass media for example belonging to certain subcultures For example there is a strong correlation between like goths/emos can give people an identity violence and aggressive anti social children as they like to imitate their favourite heroes Peer group is an informal agent of social Real life example include the murder of james bulger- control-using informal sanctions to murder by 2 boy-linked to the movie childs play 3 encourage and discourage behaviour The murder of step sister and step mother –by nathans Rewards-feel belong to a group/smiling martinez- linked to the movie-natural born killers Punishment-being ostracised /being ridiculed  Religious workplace institutions Socialises people into the professional culture and Religious institutions socialises people into a set expectations of moral values and ethical guidelines Eg.dress code at work/rules and regulations at work/teamwork /effective communication /work For eg-honesty/killing or torturing people is responsibility wrong/gratitude/ is a formal agent of social control-uses formal sanctions to Religious institutions through teaching /cultural encourage /discourage behaviour-rewards- promotion to a events/rituals socialises people into shared better post/increase in pay norms and values and people learn about the Punishment –loss in pay/demotes to a lower post /being cultural heritage and moral responsibilities fired leading to people having a collective conscience- according to Durkheim- hence control behaviour and maintain peace state Socialises individuals into understanding their rights and responsibilities as a citizen of the country Marxism-religion is the opium of the masses – Eg right to vote/right to freedom/right to live/right to dulls the suffering of the poor and prevents speech them from seeing that they are being exploited – - Also implement laws and regulations to control which prevents the social class revolution and behaviour of people-implementing fines for drink and control the behaviour of the proletariat drive/life sentence for first degree murder/fines for theft DIVORCE / CAUSES AND IMPACTS Divorce-legal termination of a marriage Intro –needs to define divorce+ state key causes of divorce +state that by examining these key causes of divorce we gain a deeper insights on the problem that couples faces that could lead to divorce  CAUSES OF DIVORCE Changing societal norms Stigma attached with divorce- Changes in divorce laws High expectations or over realistic lessened Changes in divorce –made divorce expectations- for eg unwavering Divorce became more socially easy and accessible attention/a partner prioritising a acceptable. Divorce laws like the divorce reform partner over everything and Secularisation made divorce act (1969) is one of the number of everyone/ a partner fulfilling every morally acceptable-institution reforms that made divorce easier role perfectly- when there is high no longer needed to be over the first few years or unrealistic expectations- preserved as a sacred union- The legal aid and advice act includes disappointment likely to occur – but rather as personal providing financial assistance to those casing disputes-divorce commitment –or personal who cannot afford the divorce cost happiness –wont stay in a marriage that doesn’t align with In Mauritius we have the divorce and someone norms and judicial separation act expectations Stress and life transitions Poor communication Financial independence Major events like loss of Communication is the foundation Women nowadays have financial jobs/illness/financial difficulties can of all relationships-lack of proper independence due to women strain a marriage communication- empowerment-do not need a man Lets take an example including an misunderstandings-partners to play instrumental role for them illness bottling up emotions – and their children. When a partner has a chronic frustrations and anger –frequents With the welfare state the women illness-the other partner is expected arguments and conflicts- is less dependent economically on to provide emotional/financial and resentment -divorce their husband compared to former physical support –lead to caregiver burnout-the partner might feel a days where husbands were the resentment if he /she is Domestic violence only sole breadwinner overwhelmed leading to frequent Is a pattern of abusive arguments /conflicts-divorce. Demographic changes behaviour use a partner to Increase in life expectancy-people Another example including financial maintain power and authority difficulties due to a partner losing live longer –stay longer in a over another partner marriage-hence might not want to his/her job-one partner might feel Different types of domestic embarrassed while the other stay in an unsatisfying relationship violence-physical abuse/sexual Decrease in average number of partner might feel the burden of abuse/emotional abuse providing children makes it easier for Victims of domestic violence parents to divorce compared to financially/emotionally/psychologicall want divorce to escape/get rid y-arguments and conflicts -divorce former days where there were an of their perpetrator increase in average number of children  CONSEQUENCES OF DIVORCE Psychological effect on the couple Emotional distress-a couple going through the process of divorce – Some positive coping mechanisms are- feel all sorts of emotions-guilty/anger /frustration/sadness as they going on walks/going to therapy mourn the loss of their partner and hope or dreams. Negative coping mechanism include Additionally –emotional distress can lead to depression and smoking/alcohol/drugs –affecting mental loneliness-people might have a loss in appetite/a disturbed pattern and physical health sleep- affecting both mental+physical health Can lead to social isolation-people after divorce might feel embarrassed/rejected especially if the topic divorce is considered a stigma in the culture of the individual –might withdraw from social networks/friends/family Divorcees often find coping mechanism after the process of divorce to deal with social isolation Divorce effects on children Effect of divorce in society Children who are facing the process of divorce of their parents Divorce leads to a diversity of family structures- might show aggressive behaviours or be deviant –is there way of Enables a shift from traditional nuclear family to showing frustration about the divorce-for eg a well behave child a diverse forms of family suddenly show aggressive behaviours like fighting at school or be Single parent family-1 partner looking after deviant at home for eg disrespecting parents. dependent children Reconstituted family-breakup of a family due to death or divorce and its reassembly as a new Children who are going through the process of divorce of their family through marriage-include relationship like parents might do poorly in academics-due to emotional distress – –stepsiblings-step parents preventing the child to concentrate at school or due to changes in Cohabitation families the social environment at home preventing the child to study as well-can lose interest in schoolwork-school drop out A decrease in standard of living of people /especially women with children A couple rely on dual income in a marriage but after divorce a partner must adjust to a single income-decreasing standard of living – poverty- affect children standard of living as well +affect school GENDER ROLES: SIMONE DE BEAUVOIR-MEN AND WOMEN ARE NOT BORN,WE ARE CREATED AND WE CREATED OURSELVES Gender refers to the cultural socially constructed differences between the 2 sexes Gender roles- refers to the societal expectations and beliefs about how men and women should behave and what constitutes masculinity and femininity Sexual division of labour-segregation of tasks between the 2 sexes in the family Gender equality-refers to equal access to social goods/services and equal opportunities in all spheres of life Gender equity-process of being fair to women and men HOW GENDER ROLES ARE LEARNT THROUGH THE DIFFERENT AGENTS OF SOCILIASATION Family Primary socialisation-learn what is it to be a male/female in the family Parents treats children differently based on their gender –in terms of toys-boys are given trucks/tools to play with while girls are given kitchen set/dolls –choice of toys acts as an image to children about what is expected from them as an adult Boys and girls are enforced different dress code and colour preferences-blue for boys/pink for girls Parents have different expectations regarding boys and girls-boys are encouraged to be more active/competitive/aggressive while girls are expected to be quiet/helpful Parents may be more strict with girls regarding late curfew compared to boys  Parents may give different task to boys and girls-girls are given more household responsibility-cooking/cleaning/washing dishes while boys are more given outdoor activities like washing the car and paint the house Ann Oakley refer to these things as manipulation/canalisation/different activities and different verbal appellation SCHOOL Gender curriculum-boys and girls are encouraged to take different subjects-boys encouraged to take subjects like maths/physics/engineering … while girls are encourage to take subjects like English /psychology/French/history… Through the expectations of the teacher-teachers talk to girls more politely emphasising that girls should be polite while teachers talk to boys less politely and in different tone, emphasising that boys should show their masculinity AT WORKPLACE Occupational segregation- certain jobs are considered masculine or feminine-eg masculine work includes-engineering/construction worker-technical roles/ feminine work includes teaching-nursing-caregiving roles The glass ceiling- invisible barriers that limits workers especially women workers and racial and ethnic minority workers upward occupational mobility Sexual harassment at work MASS MEDIA Portrays stereotypical roles for different genders –eg men areportray as masculine/active/career oriented /do not show emotions or little emotions/aggressive while women are portray as caregivers/nurturing/emotional/focus on family RELIGION In terms of sacred books or text-these texts dictate expectations of the 2 sexes regarding roles/responsibilities and behaviour In terms of rituals-in some religions-rituals can be performed by 1 gender only showing power and authority