1

Chapter 2: The School as an Agent of Socialisation

Chapter 2:

THE SCHOOL AS AN AGENT OF

SOCIALISATION
CONTENTS

Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter
Chapter

1: Introduction
2: The Schools as an Agent of Socialisation
3: Education and Social Mobility
4: Education and Occupation
5: Peer Group
6 : Home
7 : Academic Underachievers
8 : Teaching Profession
LEARNING OUTCOMES

When you complete this chapter you should be able to:

Define socialisation
CHAPTER OVERVIEW
Distinguish between the forms of socialisation

Compare the different dimensions of socialisation

Socialisation
Preamble
in the
classroom
What
Suggest activities that encourage socialisation in and outside
the is socialisation?
Socialisation
outside the
Types
of socialisation
classroom
classroom
Agents of socialisation
KeyWords
Describe the socialisation that takes place inside the classroom,
Dimensions of socialisation
Summary
Sociology of the classroom
References
Socialisation and type of
school

PREAMBLE
In Chapter 1 you were introduced to the sociology of education and the importance of
the field in better understanding the relationship between school and society. In this
chapter we will examine the school as an agent of socialisation with emphasis on the
forms and dimension of socialisation. Socialisation takes place both in the outside the

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Chapter 2: The School as an Agent of Socialisation
school. The student in the classroom is constantly being socialised through teacherstudent and student-student interactions.
WHAT IS SOCIALISATION?

Socialisation begins when the individual is born. The new born baby enters a
social environment meeting first its parents and other caregivers. As social beings,
humans naturally engage in relationships with others in society. The following are
some definitions of socialisations:

Socialisation is the act of adopting the behaviour patterns and norms of the
surrounding culture. Another word to describe socialisation is enculturation
(Wordnet. Princeton University).

The term socialisation is used by sociologists, social psychologists and

educationalists to refer to the process of learning ones culture and how to live
within that culture (Wikipedia: The Free Encyclopedia).

Socialisation is the process by which a human being beginning at infancy

acquires the habits, beliefs, and accumulated knowledge of society through
education and training for adult status (Merriam-Webster Dictionary)

Socialisation is process of being raised within a culture and acquiring the

characteristics of the given group (Prentice-Hall Publishers)

Socialisation is to adapt or make conform to the common needs of a social

group (Your Dictionary.Com).

In short, socialisation is the instilling of the language, values, rules, customs,

traditions, skills, knowledge, understanding of others, understanding of oneself as a
social being or a social self. During this process, individuals learn who they are and
how they go about forming their social identity. Socialisation occurs through several
agencies of social control, however, one common thread is that they teach people,
normally at a young age how society functions and what it expects and values in an
individual. For example, a mother may rewards her child for being polite as society
expects children (and also others!) to be polite in public (WikiAnswers.com).
Socialisation provides the individual with the knowledge and skills necessary
when participating in society. On the other hand, society uses socialisation as the
means of maintaining cultural continuity (New World Encyclopaedia, 2008).
TYPES OF SOCIALISATION
Sociologists have distinguished the following types of socialisation which occurs in
various social settings such as the school, the home, the workplace, among peers and
so forth:
Primary socialisation

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Chapter 2: The School as an Agent of Socialisation
Secondary socialization
Reverse socialization
Anticipatory socialisation
Resocialisation
Reciprocal socialisation
Primary Socialisation
Primary socialisation is the process whereby people learn the attitudes, values,
and actions appropriate to function as members of a particular culture. In
many instances, the socialisation process takes place without the individual
knowing about it. Primary socialisation is essentially through face-to-face
interaction between people and the main socialising institution is the family.

Secondary socialization
Secondary socialisation refers to the process of learning what is appropriate
behaviour as a member of a smaller group within the larger society. This type
of socialisation is purposeful and obvious. Usually it involves smaller changes
than those occurring in primary socialisation. Example would be being
socialised by the peer group or when entering the workplace or relocating to a
new environment or society. A substantial amount of secondary socialisation
takes place in the school and peer groups.

Reverse socialisation
Reverse socialization is deviation from the desired behaviours or
enculturation. This is especially common among young adults.

Anticipatory socialization
Anticipatory socialisation refers to the processes of socialisation in which a
person "rehearses" for future positions, occupations, and social relationships.
For example, a high school student who has been accepted to university begins
to dress and adopt mannerisms which are supposed to be characteristic of an
undergraduate.

Resocialisation
Resocialisation refers to the process of discarding former behaviour patterns
and accepting new ones as part of a transition in one's life. This occurs
throughout the human life cycle. Resocialisation can be an intense experience,
with the individual experiencing a sharp break with their past, and needing to
learn and be exposed to radically different norms and values. An example
might be the experience of a young man or woman leaving home to join the
military.

Reciprocal Socialisation
Reciprocal socialisation is when parents socialise children and children in turn
socialise their parents.

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Chapter 2: The School as an Agent of Socialisation

We are taught to socialise at every stage of our life course,

we learn new knowledge and social skills appropriate for our age
group. Whatever we acquire at one stage becomes the foundation
for the socialization of the next stage. For example, at the primary
school level, for example, we learn reading, writing and
mathematics and these became the foundation for introducing
other more difficult and complex subjects. Similarly, at this stage
of the childs life he learns through primary socialization; basic
knowledge and values of his society. In other words, the
socialisation that evolves around his family. As he grows older, he
learns through secondary socialisation; synthesis, creativity,
logic, emotional control and advanced knowledge. Thus,
secondary socialisation extends beyond his family to include
institutions, groups and organisations and prepares him for the
outside world.
Source: Socialization. (2008, April 2). New World Encyclopedia.
Retrieved 12:45, May 13, 2009

LEARNING ACTIVITY

a) What is socialisation?
b) Explain the difference between primary and secondary
socialisation?
c) Give a few examples of resocialisation.

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Chapter 2: The School as an Agent of Socialisation

AGENTS OF SOCIALISATION

Agents of socialization are the people and groups that influence an individual's
self-concept, emotions, attitudes, and behaviour. Among the common agents of
socialisation include the family, schools, the media, religion, the workplace, and the
government (see Figure 2.1).

FAMILY

PEERS

SCHOOL
AGENTSOF
OF
AGENTS
SOCIALISATION
SOCIALISATION

MEDIA &
COMMUNICATION

WORKPLACE

Figure 2.1 Five Main Agents of Socialisation

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Chapter 2: The School as an Agent of Socialisation

FAMILY
Family is responsible for, among other things, determining one's attitudes
toward religion and establishing career goals. Family is an important agent of
socialization by right of the sheer amount of time spent within one's family.
The first few years of a child's life are likely to be spent only with their family
and much of their subsequent downtime in the following years will also be
spent with the family. As such, family members can teach good or bad habits
regarding social interaction, adopting social norms, and inhabiting traditional
roles within one's society [Discussed in detail in Chapter 6]. The most
important agent of socialization, because it stands at the centre of childrens
lives.
o Provides for basic needs, and teaches children skills, cultural
values, and attitudes about themselves and others
o Passes on to children a social position (places them in society in
terms of race, ethnicity, religion and class)
o Socialises children into gender roles

SCHOOL
Outside of the family, students probably spends the most time in school.
Schoolmates, teachers, and the environment itself can have lasting impacts on
a child's socialization. It is in this environment that children learn to interact
with their peers, to compete, to cooperate, to respect authority, and many other
valuable skills. Besides these interpersonal skills, schools are also places of
learning cultural content in which one can be made aware of their society's
history, traditions, and norms. Schooling enlarges childrens social world to
include people with social backgrounds different from their own
o School teach children a wide range of knowledge and skills
o School is the childs first experience with bureaucracy
o School socialise children into gender roles

MEDIA AND COMMUNICATION

Some sociologists and theorists of culture have recognized the power of mass
communication as a socialization device. Dennis McQuail says: the media
can teach norms and values by way of symbolic reward and punishment for
different kinds of behaviour as represented in the media [Discussed in detail
in Chapter 6]. An alternative view is that it is a learning process whereby we
all learn how to behave in certain situations and the expectations which go
with a given role or status in society. Thus the media are continually offering
pictures of life and models of behaviour in advance of actual experience.
Spreads information on a mass scale, and functions to connect people.
o Media influences our attitudes and behaviour through the images and
messages it conveys

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Chapter 2: The School as an Agent of Socialisation
o Media mirrors societys patterns of inequality and rarely challenges the
status quo
o Media reflects the values of the dominant culture

PEERS
Provides young people the experience in developing social relationships on
their own and establishing an identity apart from their family [Discussed in
detail in Chapter 5]. Provides the opportunity to discuss interests not shared
by adults Provides a sense of belonging that eases the anxiety of breaking
away from the family. Provides young people the experience in developing
social relationships on their own and establishing an identity apart from their
family
o Provides the opportunity to discuss interests not shared by adults
o Provides a sense of belonging that eases the anxiety of breaking away
from the family [Discussed further in Module 5].

WORKPLACE
After having left school, the young person either continues studying in a
college or university or enter the place of work. The workplace plays an
important part in socialising individuals and among the values acculturated are
punctuality, work ethics, working in teams and so forth.

DIMENSIONS OF SOCIALISATION
In order to understand socialisation, we need to understand the various aspects
that constitute socialisation which are as follows:

Behaviour Conformity: If a student conforms to the rules and procedures in a

school, then we label the student as being good. For example, in schools we
have rules to govern students behaviour during the classroom lessons.
Students know that they have to raise their hands if they need to ask or answer
the teacher. If students do not comply with this expected behaviour then it is
the duty of the teacher to use her power to socialize the students to conform to
the required behaviour.

Moral Conformity: Socialisation train students to conform to moral

behaviour (moral conformity) that are perceived as the correct action.
Students are instilled with moral behaviour such as honesty, generosity,
fairness, kindness and hard work. In the Malaysian school curriculum, subjects
such as moral and religious subjects are taught to instil these moral
behaviours.

Cultural Conformity: Socialisation trains students for cultural conformity or

acculturation. What do you mean by cultural conformity? It means that
members of a society incorporate norms and values from other cultures into

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Chapter 2: The School as an Agent of Socialisation
their own. The process of cultural conformity happens through intercultural
contact and the borrowing or imitation of cultural norms. For example,
English Language became the second language in Malaysia due to earlier
British colonisation. Cultural conformity may also mean acquiring approved
styles and outlooks. For example, we tend to approve students who are
academically inclined rather than those who are less inclined [Read Chapter
7: Academic Underachievers and its consequences]. This could be due to our
society placing higher emphasis on those who excel in the national
examinations. Thus, the child grows up to fit into his society.
The three types of conformity are emphasised in most schools but it is unlikely
schools will be able to successfully instil the three types. For example, in the military
academy or college, there is a higher emphasis on behaviour conformity where
students are required to obey military rules and regulations. Similarly, we find that in
religious schools there is a higher emphasis on moral conformity where the students
are expected to conform to good behaviour. Thus, schools need to ensure that they
implement a certain minimum level of each of the three types of conformity. In
addition, schools need to be aware that socialization does change over time, especially
in terms of the messages and the techniques used. This is seen when we compare the
life styles of children in the 40s and 50s with those of today.

LEARNING ACTIVITY

a) What is socialisation?
b) Explain the difference between primary and secondary
socialisation?
c) Give a few examples of resocialisation.
SOCIALISATION ACCORDING TO TYPE OF SCHOOL
Let us now compare how the socialisation process varies according to the type
of school.
A) SOCIALISATION IN VILLAGE SCHOOLS
The village school is used to pass on essential
information about the culture of the immediate
community; i.e. values, skills and knowledge
necessary for survival. Sometimes this process occurs
in formal classrooms, sometimes in informal places.
For example, in some west African villages children
may have several years of formal education in a
village school, but they learn values of right and
wrong and future roles informally by observing their
elders and by playing at the tasks they will soon

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Chapter 2: The School as an Agent of Socialisation
undertake for survival. The girls help with household chores while boys build model
boats and practice negotiating waves.
Classroom environments are conducted in Picture 2.1 Village school in
informal settings and schools do not stress on school west Africa
attendance, classroom attentiveness and academic
performance (see Picture 2.1). Life is slow and relatively more laid-back but emphasis
on the three dimensions of socialisation is strong; i.e. behaviour, moral and cultural
conformity closely related to the immediate culture of the community.

Over the seven day period, out of 50.5 hours spent at school
by the children 30.5 hours were [spent out of the
classroom] as follows: 16.5 hours in recreation periods, 4.5
hours in sports competitions, 3.5 hours waiting during adult
meetings, 3.5 hours in which teachers were absent during
school, and 2.5 hours in line-up activities. A portion of the
class time was allocated for cleaning up the classroom

B) SOCIALISATION IN MODERN SCHOOLS

As societies became modern elders and family members were not able to teach
all the skills necessary for survival. Formal schooling emerged to meet the needs of
industrial and postindustrial societies. Schools also became more heterogeneous
where diverse groups met to learn rules that maintain social cohesion and order.
Children
receive
socialisation
messages from teachers, the formal
curriculum and the routine practices
and rules of everyday classroom life.
Most people remember their
first day of elementary school,
marking a transition between the
warn, loving, accepting world of the
family and a more impersonal school
world that emphasises discipline,
knowledge, skills, responsibility and
obedience. In school children learn
that they must prove themselves, they are no longer accepted regardless of their
behaviours as they were in their families. They must meet certain expectations and
compete for attention and rewards. They also must prepare to participate in their
societys political and economic systems, in which a literate populate is necessary to
make informed decisions on issues.
Values and Virtues Students are Socialised into in Schools
Schools are where children are taught virtues that reflect moral
traditions; truthfulness, politesse, broad-mindedness, love of
goodness, and compassion, work ethic of industry; endeavour,
planning, and prudence, and patriotism; courageousness in battle,
love of independence, respect for the rule of law and the
Constitution and responsible participation in the institutions of
political society.

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Chapter 2: The School as an Agent of Socialisation

Teachers are now responsible to equip their students with mental abilities
instead of the previous focus on character building and survival skills only. Aspects of
cognitive development becomes the niche areas of most school curriculum. The
increasing cultural diversity of schools, led to concern and sensitivity to differences in
language, customs and traditions in the classroom. As countries became more
industrialised, the pattern of socialisation changed with very high focus on
behavioural training and moral conformity.
Also, dependence on export and import and international trade, cultural
conformity sets in to accommodate the need to socialise with the world. In modern
schools, authoritarian methods are no longer the favoured structural forms of control
but instead schools became the place for active exploration and learning. Modern
schools expose students to a bureaucratic organisation and mass consumption of
industrialised societies. Schools are given the task of preparing students for jobs in
bureaucracies and consumer-oriented life style of choice and variety.
C) SOCIALISATION IN ELITE SCHOOLS
Many countries in the world have elite schools; some of which are recent
establishment while some have been around for centuries. For example, in England
the famous Eton public school was established to cater for the elite English society,
and its own curriculum to groom English aristocracy (McConnell, 1985). Similarly, in
other European countries for example Germany, with its bildungsbergertum values to
cater for the upper middle class society, while in France, grandes ecoles became part
of the school system; transforming young Frenchmen into military, industrial, and
administrative statesmen.
Germany: In the beginning of the 19th century, the educated bourgeoisie, the
"Bildungsbrgertum", separated itself from other groups of society not so
much on the basis of its economic position but rather on the basis of its
education. This is reflected in the idealist assumption that a more advanced
knowledge is accessible to a small, chosen elite only. This education,
mirroring the idealistic ideas that led to the foundation of Berlin University,
was humanistic, with an emphasis on philosophy, history and the classical
languages. Humanistic training was offered at an elitist institution of
secondary education: the "Gymnasium". Other, more practical forms of
knowledge were taught at less prestigious types of schools.
France: The Grandes coles are uniquely French institutions. Created in the
early 19th century in parallel to the university system, they are extremely
selective and offer education of a very high standard. Engineering and
businessarethespecialtiesofmostofFrancesuniqueandrenownedGrandes
coles, institutions ofhigher education that may bepublic orprivate. But
others, including some of the most famous, are devoted to public
administration (the coleNationale dAdministration), military sciences,

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Chapter 2: The School as an Agent of Socialisation
postsecondary teaching and research (the coles Normales Suprieures),
agronomy,andveterinarymedicine.
The fees in these institutions are expensive and thus, only the wealthier
families can afford to enrol their children in these schools (see Picture 2.1). The
students bring to classes their refined manner which can be a model to fellow
classmates. On the other hand, these children may express aloof attitude towards those
who they perceived as lower in social status and may only want to socialise with peers
of the same social background. Socialisation in elite schools may also reflect the types
of activities these group of community practices.

Picture 2.1 Elite Indian school in Dubai

LEARNING ACTIVITY

a) How the role of the village school different from modern

schools?
How do you think private schools socialise students
differently from public or government schools?

SOCIALISATION IN THE CLASSROOM

The process of socialisation is most distinct in the classroom. As we all know
classrooms are filled with children. Jackson (1968, p. 10) termed it as one teacher-

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Chapter 2: The School as an Agent of Socialisation
many students where students are placed within a close proximity (classroom) and
the teacher (a central figure) is in-charge to maintain control through discipline
techniques. In order to understand the dynamics of socialisation in the classroom one
has to understand and recognise the importance of the classroom environment.

The culture of the classroom comprises routines imposed by teachers onto

students which are school and classroom rules and regulations designed to maintain
control and discipline in the classrooms. Its purpose is to channel the desired
behaviour, belief and orientations set by the school. Students are free to interact
within the boundaries of these rules but when they act beyond the accepted
behaviours such as hurting other students, disrupting lessons, cheating during test or
exams, and the like, these rules and regulations define the seriousness of the offence
and set the relevant punishment for the offender. Rules and regulations are part of the
bureaucratic system in school which decide the dos and donts.
The socialising rules in schools may differ according to society. For example,
in the United States there is higher emphasis on rules at the elementary level and once
students internalise them it becomes less stringent as they proceed through high
school. On the other hand, in Japan, school rules and regulations are strictly enforced
throughout the primary and secondary schooling.
THE HIDDEN CURRICULUM
The "Hidden Curriculum" is a term to used
to describe the unwritten social rules and
expectations of behaviour that we all seem to know,
but were never taught (Bieber, 1994). For example,
children just seem to know that if you smack you
classmate, you will get in trouble. Most students
also know that its not a great idea to tell an offcolour joke in front of a teacher, even if the joke
was funny during recess Or; that its not a smart
idea to argue with a policeman even if he is wrong
(Myles & Southwick, 1999). Similarly, students

The dog ate my homework

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Chapter 2: The School as an Agent of Socialisation
quickly learn which teachers are more insistent than others about conforming to
classroom rules, who are more adept at catching them cheating on tests, and who are
more gullible about accepting homework excuses. No one ever explains these things
to them, yet students readily adjust their behaviour according to those expectations,
knowing what the consequences are likely to be, and are prepared to make those
choices seemingly without effort.
The hidden curriculum is a major socialising process in the classroom. This
process may include daily features such as queuing, doing class exercises
independently, following instructions made by the teacher, doing group work and
keeping the classroom clean and neat. At times it could be through messages
conveyed verbally or nonverbally by teachers such as expectations, attitudes towards
others and power relations through interaction between students or pupils and the
teacher.
CLASSROOM INTERACTIONS
As John Dewey said: The only way to prepare for social life is to engage in
social life and the classroom is the place to do so. The classroom is one of the places
where through a gradual process of socialisation, students or pupils are equipped with
the knowledge, skills and responsibilities needed in adult life. Interactions that occur
in the classroom environment will depend very much on the teaching styles and
behaviour of teachers. Teacher-student interactions and student-student interactions
creates the atmosphere of the classroom. Just look at the interactions that goes on
during a 40 minute class lesson. There may be around a few hundred interactions
which may be in spoken form, unspoken form; facial expressions, tone, gesture and
physical movements and so forth.
Interactions in the classroom vary according to the pedagogical strategies of
teachers. During the interaction between the teacher (transmitter) and the students
(acquirer), knowledge is transmitted via the teaching methods used by the teacher.
Thus, the teacher has control over how knowledge is to be transmitted; the teaching
materials, the skills to be incorporated, how much information to be conveyed and
received (Bernstein (1990, 1996). Teachers who practiced an authoritarian teaching
style tend to control noise in the classroom where students can only speak when
permitted to do so. This style was found to prevalent in classrooms with low achievers
and children from lower socio-economic backgrounds. On the other hand, if teachers
perceived themselves as facilitators they tend to allow students more freedom to speak
and have less control over them. This approach was found to be more prevalent in
classrooms with high achievers and children from high socio-economic backgrounds
(Kalekin-Fishman, 1991). Hence, different teaching styles and approaches has a
different effect on classroom interactions which in turn has different socialisation
effects on students in the class.
Besides teacher-students interactions, another form of interaction that
contributes towards socialising students or pupils is through student-student
interaction. For example, in most classrooms a structured seating arrangement is
imposed where students have no choice but to sit according to the seating assigned.
Invariably, students start to get to know those seated around them. Later they hang
out together in the school canteen and perhaps after school leading to the
development of friendship which becomes an integral part of the informal learning
experience.

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Chapter 2: The School as an Agent of Socialisation

LEARNING ACTIVITY

a) How does the classroom socialise students or pupils?

b) Explain the role of the hidden curriculum in socialising
students.
How does student-teacher interaction influence the socialisation process?
.

FRIENDSHIP
Friendship begins in preschool
years when children first encounter the
world outside their family. The preschool
years are filled with play and informal
learning where there is plenty of
opportunity for children to make friends.
Socialisation begins here and develops as
they go through childhood. A child who is
able to interact with other children grows
socio-emotionally.
As the child grows into
adolescence, friendship is seen as an
important part of a teenagers life. They
perceive social peers and close friends as
people whom they can associate with, seek advice, and have a sense of belonging. As
such adolescents tend to place friends above their parents, because they perceive
loyalty and commitment as important aspects of friendship.
The socialisation process that takes place among friends can vary depending
on whether the classroom culture is autocratic or democratic. For example, in a
democratic classroom, affective and emotional development of students is likely to be
enhanced because of increased interaction and shared activities leading to wider
frienships. On the other hand, in autocratic classrooms, students tend to make friends
mostly with those seated near them. Democratic classrooms further encourage more
and longer lasting friendships compared to autocratic classrooms. Interestingly,
students in democratic classrooms tend to have fewer best friends but more general
friendships (Grubaugh & Houston, 1990).
Gender differences are also observed in terms or friendship and socialisation.
In a study by Corsaro and Eder (1990), it was reported that girls tend to have close
friends and are more open in sharing their secrets and problems with each other. On
the other hand, the boys are unlikely to have close friends but they tend to develop
friendships based on common interest, especially in sports. Also, boys are likely to
gain popularity because of their athletic capability, hardiness, aloofness, and crossgender relations. On the other hand, girls become popular based on their parents
socioeconomic status, their physical looks, social skills, and school performance
(Adler, Kless & Adler, 1992). In addition, girls who are popular tend not to socialise
with those from the lower status. Boys on the other hand tend to adopt an insensitive
and aggressive attitude to cope with the pressure for success (Edler et al., 1995).

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Chapter 2: The School as an Agent of Socialisation
SEGREGATION OR STREAMING
Segregation or streaming of students or pupils into particular classes can
influence socialisation. Streaming students according to their academic ability may
confine students socialising with students of the same academic ability and exclude
them from mixing with students of different ability levels. Similarly, grouping
students on the basis of their ethnic origin may hinder them from socialising with
those from other ethnic groups. Segregating students deprives students the
opportunity to understand and socialise with students of other races which is
especially important for a multiracial society like Malaysia. Interracial friendship is
important to prepare students for future work environments in most instance
multiracial.
SEATING ARRANGEMENT
Another aspect of the classroom that may influence socialisation is the seating
arrangement and physical conditions of the classroom. Most classrooms have a
common set up where the teacher is in front of the classroom and students sit in rows
facing the teacher. While this pattern of arrangement gives the teacher a strategic
position in front of the classroom, it also influences the socialisation process.
For example, students who are seated in the first few rows have the advantage
to participate more frequently compared to those seating at the back of the classroom.
Because they are seated in front, they are noticed by the teacher as well as their peers.
Studies have shown that teachers tend to be accommodating towards those in the front
rows and imposed fewer formal directives. In college or university, students in the
front rows tend to be academically better and more interested to get better results and
tend to be more involved in the learning process.
CLASS SIZE
Size of classroom also determines childrens socialisation pattern. Smaller class size
means lesser students per teacher. If the number of students in the classroom is small,
teachers tend to impose less control, less time on discipline. Also smaller class size
encourages more time for interaction and communication between the teacher and
students and students and students. In such classes, students have the opportunity to
participate actively in the class, leading to more informal interactions with teachers
and administrators. In contrast, large class size leads to the gap between teachers and
students to be wider; less opportunity for participation in the teaching-learning
process and eventually minimal less socialisation.
ENGAGING STUDENTS TO SOCIALISE IN THE CLASSROOM
If the classroom is seen as a place for children to socialise then every effort should be
made to create opportunities to engage students to socialise in the classroom. The
following are some suggestions to enhancing socialisation:

Sudents should be involved in making their own classroom rules and

regulations.
Classroom duties should be regularly changed and rotated among students
through discussion at class meetings.

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Chapter 2: The School as an Agent of Socialisation

Responsibility for the welfare of students in the classroom should be shared by

everyone and not only confined to teachers, prefects or class monitor.

Teachers should not be too involved in controlling activities in the classroom

and more opportunities should be given to students to organise and express
their opinions. The students should be given the responsibility to take charge;
for example, organising a field trip or an outing.

There should be closer relations between the students in the classroom

irrespective of age, ethnicity/race and academic performance.
Encourage students to tell their experiences that may be related to classroom
work.

Instil in students to show appreciation of the work of others in their group.

LEARNING ACTIVITY

How does segregation, streaming, seating arrangements,

class size and interaction influence socialisation in the
classroom?
How can teachers engage students to socialise in the
classroom?
THEORSITS VIEWS ON SOCIALISATION IN THE
CLASSROOM
We have discussed how socialisation takes place in the classroom and the
factors influencing the socialisation process. Let us examine how sociological
theorists view socialisation in the classroom. In chapter 1 we discussed three schools
of thought namely the functional theory, conflict theory and interactional theory.

FUNCTIONAL THEORISTS argue that the socialisation of the classroom is

important as it prepares children for societal roles as adults. Socialisation
begins in kindergarten, primary school and extends into secondary and post-

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Chapter 2: The School as an Agent of Socialisation
secondary education. Both the curriculum and the hidden curriculum are
involved in socialising students and pupils. Obedience, adherence to rules and
regulations and cooperation are among the values and skills imbued in the
classroom. For example, socialising students to sit for long periods of time
while quietly listening prepares them for a life in an office or business.

CONFLICT THEORISTS on the other hand see a conflict between teachers

and administrators who are the dominant adults in the school and students who
are being controlled, coerced, and co-opted through various ways. Teachers
are the ones who set up the time table, initiate exchanges, and set the rules in
the classroom. Daily routines and rituals in the school reflect the dominant
culture practiced that children will be taught. Through socialisation, teachers
seek to dominate students and pupils. Socialisation is viewed as a way for the
powerful to preserve the status quo. Conflict is ongoing and is a fundamental
part of schools. Conflict theorists argued that the haves and the have-nots
are socialised differently and learn what society expects of them. Children
who come from middle- and upper-class backgrounds are more likely to
participate in organised activities than some impoverished children who are
unable to participate.

SYMBOLIC INTERACTIONIST THEORISTS have a different opinion

about the role of schools in socialising students. It is like the looking glass
self in that humans seldom see themselves objectively, but rather as images
reflected from the reactions of other people; i.e. how we imagine other people
see us, how we think they judge us, and how we feel about that judgement. We
may make errors in how people see us and how we interpret their reactions. In
other words, we are who we think other people think we are. Socialisation is
essentially a process whereby students learn to take the role of others; i.e. the
capacity to put oneself in the place of another is essential to becoming a
member of society. Unless we are able to put ourselves in the place of other, to
see ourselves as others see us, and to shape or modify our behaviour according
to expectations of others, we are not fully socialised. For example, adolescents
are under substantial pressure to make sure that other people think they appear
and act in peer-approved ways.
LEARNING ACTIVITY

What are the differences in the functionalist, conflict and

interactionist theorist views on socialisation?

SOCIALISATION OUTSIDE THE CLASSROOM

Earlier, we discussed socialization in the classroom. However, socialisation
does not only occur within the four walls of the classroom. Students do interact with

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Chapter 2: The School as an Agent of Socialisation
other students throughout the school hours, for example, at the playground and
performing duties outside the classroom. Even though the time they spend outside the
classroom is less compared to the hours they spent in the classroom, one should not
ignore the fact that there are interactions and socialisation does happen.
SCHOOL PLAYGROUND
The school playground is an important
place for students to socialise. It represents
the informal setting for friendship. What
happens outside the classroom helps to
prepare students for the adult world as it is
here that they learn about self-esteem and
self-control among peers. Most schools
ensure that students leave the classrooms
during recess time and this allows them to
socialise with other students.
Why is the school playground
important to childrens socialisation?
When students are in the school playground they are distant from adults. Most of the
time they are on their own and even if there are adults, these adults are in the
background, perhaps monitoring childrens safety and possible mischievousness.
When adults stay away then there is opportunity for children to perform
group-directed activity. They also feel at ease to mix around and without being
observed by an adult. Most of the time, children choose to play with children similar
to their age group, not necessarily their neighbours or relatives. Interacting with peers
reduces social distance between children. However, if they interact with children of
different age groups, this allows an opportunity to get to know juniors or seniors and
develop new relationships as well as break relationships. Such social interactions
enable children to understanding the what, how and problems of social relationships.
Therefore, children who lack experiences in socialising outside the classroom
may be less prepared for adult life. What goes on at the playground are basically
lessons on how to socialise, make friends and how to handle bullies, false friends,
snobs, tag-alongs, tale-tellers and other behaviours of children. They learn how to
react to different types of behaviour and which helps them in their judgment of others.
For example,
how do I deal with aggressiveness,
when do I report a friends misbehaviour
Does giving in mean Im being bullied,
How much personal information should I reveal,
What is the effective way to make friends,
When should I speak and when should I listen.

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Chapter 2: The School as an Agent of Socialisation

However, there is evidence based on observation to suggest that outdoor

activities may vary according to gender. For example, in primary or elementary
school, the more energetic boys tend to control large open play spaces and invade the
space where groups of girls play leading to gender related aggressiveness. The
playground is also the place where children make new friends, a place where
friendships breakup, a place abusive language is learned and expressed, and a place
where children may try out new identities. These experiences in the playground play
are in preparing children with the skills needed in handling relationships later in their
adult life.
LEARNING ACTIVITY

Observe a playground with children playing and see evidence

for the following: gender segregation, inter-racial grouping,
abusive language, loneliness, following rules, bonding,
sharing, taking turns, bullying and so forth.

KEY WORDS

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Chapter 2: The School as an Agent of Socialisation

Socialisation
Primary socialisation
Secondary socialization
Reverse socialization
Anticipatory socialisation
Resocialisation
Reciprocal socialisation

Behaviour conformity
Cultural conformity
Moral conformity
Segregation
Friendship
Hidden curriculum

SUMMARY
The term socialisation is used by sociologists, social psychologists and
educationalists to refer to the process of learning ones culture and how to live
within that culture.

Sociologists have distinguished the following types of socialisation which

occurs in various social settings such as the school, the home, the workplace,
among peers and so forth:
o Primary socialisation
o Secondary socialization
o Reverse socialization
o Anticipatory socialisation
o Resocialisation
o Reciprocal socialisation

Behaviour conformity: If you do not comply with this expected behaviour then
it is the duty of the teacher to use her power to socialise the students to
conform to the required behaviour.
Socialisation trains students for cultural conformity or acculturation.

Socialisation train students to conform to moral behaviour (moral conformity)

that are perceived as the correct action.

The village school is used to pass on essential information about the culture of
the immediate community; i.e. values, skills and knowledge necessary for
survival.

As John Dewey said: The only way to prepare for social life is to engage in
social life and the classroom is the place to do so.

Segregation or streaming of students or pupils into particular classes can

influence socialisation.

Another aspect of the classroom that may influence socialisation is the seating
arrangement and physical conditions of the classroom.

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Chapter 2: The School as an Agent of Socialisation

Students do interact with other students throughout the school hours, for
example, at the playground and performing duties outside the classroom.

Friendship begins in preschool years when children first encounter the world
outside their family.

REFERENCES
Bernstein, B. (1990). Class, codes and control. Vol. 4. The structuring of pedagogic
discourse. London: Routledge.
Bieber, J. (1994). Learning disabilities and social skills: Last one picked First one
picked on. Washington, DC: Public Broadcasting Service.
Brint, S. (1998). Schools and societies. Thousand Oaks: Pine Forge Press.
Kalekin-Fishman, D. (1991). Latent messages: The acoustical environments of
kindergartens in Israel and West Germany. Sociology of Education, 64(3): 209-222.
McConnell, J. (1985). English public schools. London: Herbert.
Socialization. (2008, April 2). New World Encyclopedia. Retrieved 12:45, May 13,
2009 from http://www.newworldencyclopedia.org/entry/Socialization?oldid=683247.
Marshall, G. (1998).. "Political socialisation." A Dictionary of Sociology.
Encyclopedia.com. 16 Jun. 2009 http://www.encyclopedia.com.
Myles, B.S., & Southwick, J. (1999). Asperger Syndrome and difficult moments":
Practical solutions for tantrums, rage, and meltdowns. Shawnee Mission, KS: Autism
Asperger Publishing Company.

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