Chinese, Mandarin

Spanish

English

Hindi

Arabic

Portuguese

Bengali

Russian

Japanese

Punjabi

German

Javanese

Malay

Telugu

Vietnamese

Korean

French

Marathi

Tamil

Urdu

Turkish

Italian

Chinese, Yue / Cantonese

Thai

Gujarati

Chinese, Jin

Chinese, Min Nan

Persian, Dari

Persian, Western

Polish

Pashto

Kannada

Chinese, Xiang

Malayalam

Sundanese

Hausa

Odia

Burmese

Chinese, Hakka

Ukrainian

Bihari, Bhojpuri

Tagalog

Yoruba

Bihari, Maithili

Uzbek

Sindhi

Amharic

Fula

Romanian

Oromo

Igbo

Azerbaijani

Chinese, Gan

Dutch

Kurdish, Central

Kurdish, Northern

Kurdish, Southern

Malagasy

Lahnda, Saraiki

Nepali

Sinhalese

Chittagonian

Zhuang

Khmer

Turkmen

Assamese

Madurese

Somali

Marwari

Bihari, Magahi

Haryanvi

Hungarian

Chhattisgarhi

Greek, Modern

Chewa

Dakhini

Akan, Twi

Akan, Fante

Kazakh

Chinese, Min Bei

Sylheti

Zulu

Czech

Kinyarwanda

Marwari, Dhundhari

Haitian Creole

Chinese, Min Dong

Ilocano

Quechua

Kirundi

Swedish

Hmong

Shona

Uyghur

Hiligaynon

Mossi

Xhosa

Belarusian

Balochi

Sociology

<OpenstaxParagraph>
	The social institutions of our culture also inform our socialization. Formal institutions—like schools, workplaces, and the government—teach people how to behave in and navigate these systems. Other institutions, like the media, contribute to socialization by inundating us with messages about norms and expectations.
</OpenstaxParagraph>
<OpenstaxH3>School</OpenstaxH3>
<OpenstaxParagraph>
	Most U.S. children spend about seven hours a day, 180 days a year, in school, which makes it hard to deny the importance school has on their socialization (U.S. Department of Education 2004). Students are not in school only to study math, reading, science, and other subjects—the manifest function of this system. Schools also serve a latent function in society by socializing children into behaviors like practicing teamwork, following a schedule, and using textbooks.
</OpenstaxParagraph>
<OpenstaxFigure id="import-auto-id3126848" src="https://openstax.org/apps/archive/20240226.174525/resources/8759dcabdc9966cd77e1e38af6e78a8a65885e3c" alt="Several children play with wooden blocks and boxes on an alphabet rug." mediaType="image/png" width="1100" height="733" />
<OpenstaxFigureText width="1100">
	Figure 5.5 These kindergarteners aren’t just learning to read and write; they are being socialized to norms like keeping their hands to themselves, standing in line, and playing together. (Credit: woodleywonderworks/flickr)
</OpenstaxFigureText>
<OpenstaxParagraph>
	School and classroom rituals, led by teachers serving as role models and leaders, regularly reinforce what society expects from children. Sociologists describe this aspect of schools as the <OpenstaxTerm>hidden curriculum</OpenstaxTerm>, the informal teaching done by schools.
</OpenstaxParagraph>
<OpenstaxParagraph>
	For example, in the United States, schools have built a sense of competition into the way grades are awarded and the way teachers evaluate students (Bowles and Gintis 1976). When children participate in a relay race or a math contest, they learn there are winners and losers in society. When children are required to work together on a project, they practice teamwork with other people in cooperative situations. The hidden curriculum prepares children for the adult world. Children learn how to deal with bureaucracy, rules, expectations, waiting their turn, and sitting still for hours during the day. Schools in different cultures socialize children differently in order to prepare them to function well in those cultures. The latent functions of teamwork and dealing with bureaucracy are features of U.S. culture.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Schools also socialize children by teaching them about citizenship and national pride. In the United States, children are taught to say the Pledge of Allegiance. Most districts require classes about U.S. history and geography. As academic understanding of history evolves, textbooks in the United States have been scrutinized and revised to update attitudes toward other cultures as well as perspectives on historical events; thus, children are socialized to a different national or world history than earlier textbooks may have done. For example, information about the mistreatment of African Americans and Native American Indians more accurately reflects those events than in textbooks of the past.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Big Picture </OpenstaxNoteTitle> <OpenstaxH3> Controversial Textbooks </OpenstaxH3>
	<OpenstaxParagraph>
		On August 13, 2001, twenty South Korean men gathered in Seoul. Each chopped off one of his own fingers because of textbooks. These men took drastic measures to protest eight middle school textbooks approved by Tokyo for use in Japanese middle schools. According to the Korean government (and other East Asian nations), the textbooks glossed over negative events in Japan’s history at the expense of other Asian countries.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		In the early 1900s, Japan was one of Asia’s more aggressive nations. For instance, it held Korea as a colony between 1910 and 1945. Today, Koreans argue that the Japanese are whitewashing that colonial history through these textbooks. One major criticism is that they do not mention that, during World War II, the Japanese forced Korean women into sexual slavery. The textbooks describe the women as having been “drafted” to work, a euphemism that downplays the brutality of what actually occurred. Some Japanese textbooks dismiss an important Korean independence demonstration in 1919 as a “riot.” In reality, Japanese soldiers attacked peaceful demonstrators, leaving roughly 6,000 dead and 15,000 wounded (Crampton 2002).
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		The protest affirms that textbooks are a significant tool of socialization in state-run education systems.
	</OpenstaxParagraph>
</OpenstaxNote>
<OpenstaxH3>The Workplace</OpenstaxH3>
<OpenstaxFigure id="fs-idm544311472" src="https://openstax.org/apps/archive/20240226.174525/resources/1597e91d2fafb5a41f6aa387ce4c1010e1cfa43c" alt="Two people sit at a conference room table and appear to be in a conversation." mediaType="image/jpg" width="700" height="511" />
<OpenstaxFigureText width="700">
	Figure 5.6 Workplace socialization occurs informally and formally, and may include material and non-material culture (Credit: U.S. Department of Agriculture/flickr).
</OpenstaxFigureText>
<OpenstaxParagraph>
	Just as children spend much of their day at school, many U.S. adults at some point invest a significant amount of time at a place of employment. Although socialized into their culture since birth, workers require new socialization into a workplace, in terms of both material culture (such as how to operate the copy machine) and nonmaterial culture (such as whether it’s okay to speak directly to the boss or how to share the refrigerator). In the chapter introduction, Noel did not fully embrace the culture of their new company. Importantly, the obligation of such socialization is not simply on the worker: Organizational behavior and other business experts place responsibility on companies; organizations must have strong onboarding and socialization programs in order to build satisfaction, productivity, and workplace retention (Cebollero 2019).
</OpenstaxParagraph>
<OpenstaxParagraph>
	Different jobs require different types of socialization. In the past, many people worked a single job until retirement. Today, the trend is to switch jobs at least once a decade. Between the ages of eighteen and forty-six, the average Baby Boomer of the younger set held 11.3 different jobs (U.S. Bureau of Labor Statistics, 2014). This means that people must become socialized to, and socialized by, a variety of work environments.
</OpenstaxParagraph>
<OpenstaxH3>Religion</OpenstaxH3>
<OpenstaxParagraph>
	While some religions are informal institutions, here we focus on practices followed by formal institutions. Religion is an important avenue of socialization for many people. The United States is full of synagogues, temples, churches, mosques, and similar religious communities where people gather to worship and learn. Like other institutions, these places teach participants how to interact with the religion’s material culture (like a mezuzah, a prayer rug, or a communion wafer). For some people, important ceremonies related to family structure—like marriage and birth—are connected to religious celebrations. Many religious institutions also uphold gender norms and contribute to their enforcement through socialization. From ceremonial rites of passage that reinforce the family unit to power dynamics that reinforce gender roles, organized religion fosters a shared set of socialized values that are passed on through society.
</OpenstaxParagraph>
<OpenstaxH3>Government</OpenstaxH3>
<OpenstaxParagraph>
	Although we do not think about it, many of the rites of passage people go through today are based on age norms established by the government. To be defined as an “adult” usually means being eighteen years old, the age at which a person becomes legally responsible for him- or herself. And sixty-five years old is the start of “old age” since most people become eligible for senior benefits at that point.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Each time we embark on one of these new categories—senior, adult, taxpayer—we must be socialized into our new role. Seniors must learn the ropes of Medicare, Social Security benefits, and senior shopping discounts. When U.S. males turn eighteen, they must register with the Selective Service System within thirty days to be entered into a database for possible military service. These government dictates mark the points at which we require socialization into a new category.
</OpenstaxParagraph>
<OpenstaxH3>Mass Media</OpenstaxH3>
<OpenstaxParagraph>
	<OpenstaxTerm>Mass media</OpenstaxTerm> distribute impersonal information to a wide audience, via television, newspapers, radio, and the Internet. With the average person spending over four hours a day in front of the television (and children averaging even more screen time), media greatly influences social norms (Roberts, Foehr, and Rideout 2005). People learn about objects of material culture (like new technology and transportation options), as well as nonmaterial culture—what is true (beliefs), what is important (values), and what is expected (norms).
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Sociology in the Real World </OpenstaxNoteTitle> <OpenstaxH3> Girls and Movies </OpenstaxH3><OpenstaxFigure id="import-auto-id2021002" src="https://openstax.org/apps/archive/20240226.174525/resources/d0a48dfe293c484fdf29c8e1f8b854e56eb1d0b0" alt="A child's bedroom with numerous design elements meant to depict a castle and fantasy. The crib appears to be a carriage like Cinderella's, and the closet has been remade to appear like a castle." mediaType="image/png" width="800" height="776" />
	<OpenstaxFigureText width="800">
		Figure 5.7 Some researchers, parents, and children's advocates are concerned about the effects of raising girls within what they call "princess culture." Many place blame on entertainment companies, such as Disney, for its portrayals of girls in its movies.
	</OpenstaxFigureText>
	<OpenstaxParagraph>
		Movies aimed at young people have featured a host of girls and women leads. <OpenstaxEm>Snow White</OpenstaxEm>, <OpenstaxEm>Cinderella</OpenstaxEm>, and <OpenstaxEm>Sleeping Beauty</OpenstaxEm> gave way to <OpenstaxEm>The Little Mermaid</OpenstaxEm>, <OpenstaxEm>Beauty and the Beast, and Mulan</OpenstaxEm>. In many of those cases, if the character is not a princess to begin with, she typically ends the movie by marrying a prince or, in the case of Mulan, a military general. Although not all “princesses” in Disney movies play a passive role in their lives, they typically find themselves needing to be rescued by a man, and the happy ending they all search for includes marriage.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Alongside this prevalence of princesses, many parents are expressing concern about the culture of princesses that Disney has created. Peggy Orenstein addresses this problem in her popular book, <OpenstaxEm>Cinderella Ate My Daughter</OpenstaxEm>. Orenstein wonders why every little girl is expected to be a “princess” and why pink has become an all-consuming obsession for many young girls. Another mother wondered what she did wrong when her three-year-old daughter refused to do “nonprincessy” things, including running and jumping. The effects of this princess culture can have negative consequences for girls throughout life. An early emphasis on beauty can lead to reduced interest in math and science among girls, as well as avoiding educational scenarios that are "typically feminine" (Coyne 2016).
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Others acknowledge these issues, but find princess movies and "princess culture" less alarming. Some remind concerned parents that children have an array of media and activities around them, and the children may be happy wearing their princess outfit while digging for worms or going to hockey practice, which run counter to feminine stereotypes (Wagner 2019). Others indicate that rather than disallowing princess movies and merchandise, engaging with the children as they enjoy them might be more effective. And many people acknowledge that girls and women are often currently portrayed differently than they were in years past.
	</OpenstaxParagraph>
	<OpenstaxParagraph>
		Disney seems to have gotten the message about the concerns. Its 2009 <OpenstaxEm>Tiana and the Frog</OpenstaxEm> was specifically billed as "a princess movie for people who don't like princess movies," and features a talented chef and business owner—who didn't need a man to rescue her—as its main character. <OpenstaxEm>Brave</OpenstaxEm>'s Merida and the title character in <OpenstaxEm>Moana</OpenstaxEm> seem to go out of their way to separate themselves from traditional princesses, and undertake great acts of bravery to help others. <OpenstaxEm>Frozen</OpenstaxEm> focuses on sisterly love rather than romantic love. And though she was never meant to be a princess, <OpenstaxEm>Star Wars</OpenstaxEm>' Rey was the go-to girls Halloween costume for years after she was introduced in the movies.
	</OpenstaxParagraph>
</OpenstaxNote>

5.3.2 Institutional Agents

1 An Introduction to Sociology

1.1 What Is Sociology?

1.1.1 What Are Society and Culture?

1.1.2 Studying Patterns: How Sociologists View Society

1.1.3 Studying Part and Whole: How Sociologists View Social Structures

1.2 The History of Sociology

1.2.1 Creating a Discipline: European Theorists

1.2.2 Applying the Discipline: American Theorists and Practitioners

1.3 Theoretical Perspectives in Sociology

1.3.1 Functionalism

1.3.2 Conflict Theory

1.3.3 Symbolic Interactionist Theory

1.3.4 Sociological Theory Today

1.4 Why Study Sociology?

1.4.1 Sociology and a Better Society

1.4.2 Sociology in the Workplace

2 Sociological Research

2.1 Approaches to Sociological Research

2.1.1 The Scientific Method

2.1.2 Interpretive Framework

2.1.3 Critical Sociology

2.2 Research Methods

2.2.1 Surveys

2.2.2 Field Research

2.2.3 Experiments

2.2.4 Secondary Data Analysis

2.3 Ethical Concerns

3 Culture

3.1 What Is Culture?

3.1.1 Cultural Universals

3.1.2 Ethnocentrism and Cultural Relativism

3.2 Elements of Culture

3.2.1 Values and Beliefs

3.2.2 Norms

3.2.3 Symbols and Culture

3.2.4 Language and Symbols

3.2.5 Language and Culture

3.3 High, Low, Pop, Sub, Counter-culture and Cultural Change

3.3.1 High, Low, and Popular Culture

3.3.2 Subculture and Counterculture

3.3.3 Cultural Change

3.4 Theoretical Perspectives on Culture

4 Society and Social Interaction

4.1 Types of Societies

4.1.1 Preindustrial Societies

4.1.2 Industrial Society

4.1.3 Postindustrial Society

4.2 Theoretical Perspectives on Society

4.2.1 Émile Durkheim and Functionalism

4.2.2 Karl Marx and Conflict Theory

4.2.3 Max Weber and Symbolic Interactionism

4.3 Social Constructions of Reality

4.3.1 Roles and Status

4.3.2 Presentation of Self

5 Socialization

5.1 Theories of Self-Development

5.1.1 Psychological Perspectives on Self-Development

5.1.2 Sociological Theories of Self-Development

5.2 Why Socialization Matters

5.2.1 Nature versus Nurture

5.3 Agents of Socialization

5.3.1 Social Group Agents

5.4 Socialization Across the Life Course

5.4.1 Resocialization

6 Groups and Organization

6.1 Types of Groups

6.1.1 Defining a Group

6.1.2 Types of Groups

6.1.3 In-Groups and Out-Groups

6.1.4 Reference Groups

6.2 Group Size and Structure

6.2.1 Dyads, Triads, and Large Groups

6.2.2 Group Leadership

6.2.3 Conformity

6.2.4 The Bystander Effect and Diffusion of Responsibility

6.3 Formal Organizations

6.3.1 Types of Formal Organizations

6.3.2 The McDonaldization of Society

7 Deviance, Crime, and Social Control

7.1 Deviance and Control

7.1.1 Deviance, Crime, and Society

7.1.2 Social Control

7.2 Theoretical Perspectives on Deviance and Crime

7.2.1 Functionalism

7.2.2 Conflict Theory

7.2.3 Symbolic Interactionism

7.3 Crime and the Law

7.3.1 Types of Crimes

7.3.2 Crime Statistics

7.3.3 Public Perception of Crime

7.3.4 The U.S. Criminal Justice System

8 Media and Technology

8.1 Technology Today

8.1.1 What Is Technology?

8.2 Media and Technology in Society

8.2.1 Categorizing Technology

8.2.2 Types of Media and Technology

8.2.3 Product Advertising and the Attention Economy

8.2.4 Homogenization and Fragmentation