1.2: Socialisation

Question 1

Socialisation

Answer 1

Socialisation is:

1. A lifelong process of learning
2. The process by which an individual learns the norms and values of society

Question 2

Socialisation is a lifelong process of learning and it is the process by which an individual learns the norms and values of society.
In other words, socialisation is the way in which we learn to be what?

Answer 2

In other words, socialisation is the way in which we learn to be members of society

Question 3

What can socialisation be divided into?

Answer 3

Socialisation can be divided into:

1. Primary socialisation
2. Secondary socialisation

Question 4

Socialisation can be divided into primary socialisation and secondary socialisation.
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
What is secondary socialisation?

Answer 4

Secondary socialisation is the continuation

Question 5

Socialisation can be divided into primary socialisation and secondary socialisation.
Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
Secondary socialisation is the continuation.
Socialisation continues throughout what?

Answer 5

Socialisation continues throughout an individual’s lifetime

Question 6

Agencies of socialisation

Answer 6

Agencies of socialisation are the:
1. Groups
Or,
2. Institutions
that play a part in our socialisation, through which we learn the norms and values of society

Question 7

Primary socialisation:

The early years of life (what ages) are very important in what?

Answer 7

The early years of life (ages 0 - 5) are very important in the learning process

Question 8

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
This is the stage of primary socialisation when we are normally in what?

Answer 8

This is the stage of primary socialisation when we are normally in:
1. Intimate
2. Prolonged
contact with our family

Question 9

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
This is the stage of primary socialisation when we are normally in intimate and prolonged contact with our family.
Our family play a key part in teaching us what?

Answer 9

Our family play a key part in teaching us basic:

1. Norms
2. Values

Question 10

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
This is the stage of primary socialisation when we are normally in intimate and prolonged contact with our family.
Our family play a key part in teaching us basic norms and values.
It is what that the feral children like Oxana and Genie did not experience?

Answer 10

It is primary socialisation that the feral children like:
1. Oxana
2. Genie
did not experience

Question 11

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through what?

Answer 11

One way children learn from their parents is through imitation

Question 12

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Example

Answer 12

For example, they may copy:
1. The way their parents talk
Or,
2. Their table manners

Question 13

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
They will see their parents as role models and model their behaviour on what?

Answer 13

Children will:

1. See their parents as role models
2. Model their behaviour on that of their parents

Question 14

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
They will see their parents as role models and model their behaviour on that of their parents.
Children also learn what is acceptable and what is unacceptable by a process of what?

Answer 14

Children also learn what is acceptable and what is unacceptable by a process of:

1. Trial
2. Error

Question 15

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show what?

Answer 15

Parents will apply sanctions to behaviour to show whether it is:
1. Desirable
Or,
2. Not

Question 16

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show whether it is desirable or not.
An example of a positive sanction

Answer 16

An example of a positive sanction is praise

Question 17

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show whether it is desirable or not.
An example of a negative sanction

Answer 17

An example of a negative sanction is a telling-off

Question 18

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
One way children learn from their parents is through imitation.
Children also learn what is acceptable and what is unacceptable by a process of trial and error.
Parents will apply sanctions to behaviour to show whether it is desirable or not.
An example of a positive sanction is praise and an example of a negative sanction is a telling-off.
This is a form of what?

Answer 18

This is a form of social control

Question 19

Primary socialisation:
The early years of life (ages 0 - 5) are very important in the learning process.
As well as teaching us basic norms and values, the family also make an important contribution to what?

Answer 19

As well as teaching us basic:
1. Norms
2. Values
,the family also make an important contribution to our identity

Question 20

Secondary socialisation:

Though the family is obviously important, the other agents of socialisation also have an important impact on our what?

Answer 20

Though the family is obviously important, the other agents of socialisation also have an important impact on our:

1. Norms
2. Values

Question 21

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
What are peers?

Answer 21

Peers are those of a similar age group

Question 22

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
Peers are those of a similar age group.
They will include friends, but your peer group is wider than just your friends.
The peer group is a very important agent of socialisation during school years (5 - 18), since an individual spends a lot of time with their peers during this time.
An individual will learn a lot about what from peers?

Answer 22

An individual will learn a lot about acceptable behaviour from peers

Question 23

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
Peers are those of a similar age group.
They will include friends, but your peer group is wider than just your friends.
The peer group is a very important agent of socialisation during school years (5 - 18), since an individual spends a lot of time with their peers during this time.
An individual will learn a lot about acceptable behaviour from peers, because of what?

Answer 23

An individual will learn a lot about acceptable behaviour from peers, because of the desire to ‘fit in’ (conformity)

Question 24

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Within peer groups there are often what?

Answer 24

Within peer groups there are often hierarchies

Question 25

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Within peer groups there are often hierarchies.
Some individuals will be what and have what?

Answer 25

Some individuals will:

1. Be ‘leaders’
2. Have higher status than the ‘followers’

Question 26

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Peer groups can also be a source of what?

Answer 26

Peer groups can also be a source of rebellion

Question 27

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Peer groups can also be a source of rebellion.
Youth subcultures, such as goths, emos and punks, are peers who share norms and values and influence each other to resist what?

Answer 27

Youth subcultures, such as goths, emos and punks, are peers who share norms and values and influence each other to resist the:
1. Norms
2. Values
of wider society

Question 28

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
1. Peer group:
It may be that peers become more influential than parents during these school years.
Peer groups can also be a source of rebellion.
Youth subcultures. such as goths, emos and punks, are peers who share norms and values and influence each other to resist the norms and values of wider society.
Who was this rebellion studied by?

Answer 28

This rebellion was studied by a group of sociologists at Birmingham University

Question 29

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
Though this clearly overlaps with peer groups, the education system itself is what?

Answer 29

Though this clearly overlaps with peer groups, the education system itself is an agent of secondary socialisation

Question 30

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns what?

Answer 30

At school, everyone learns the formal curriculum

Question 31

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on what and reflect what?

Answer 31

This will:

1. Be based on the language and culture of society
2. Reflect its values

Question 32

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
Example

Answer 32

For example:

1. English, Maths and Science are highly valued
2. History is mostly from a British perspective
3. Child development is usually taught by and taken by females

Question 33

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or ‘hidden curriculum.’
This is all the other what?

Answer 33

The informal curriculum or ‘hidden curriculum’ is all the other:
1. Norms
2. Values
you are learning at school outside of your formal lessons

Question 34

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or ‘hidden curriculum.’
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn that there are sanctions for those who do what?

Answer 34

For example, you learn that there are sanctions for those who disobey

Question 35

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or ‘hidden curriculum.’
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn that there are sanctions for those who disobey, such as what?

Answer 35

For example, you learn that there are sanctions for those who disobey, such as detention

Question 36

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or ‘hidden curriculum.’
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn that society values what and you learn how that is what?

Answer 36

For example, you learn:

1. That society values achievement
2. How that is measured

Question 37

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or ‘hidden curriculum.’
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn about the school what itself?

Answer 37

For example, you learn about the school structure itself

Question 38

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or ‘hidden curriculum.’
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn about the school structure itself, like what?

Answer 38

For example, you learn about the school structure itself, like the genders of the teachers at different levels of authority in the school

Question 39

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is what all the time?

Answer 39

The influence of media is growing all the time

Question 40

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of what?

Answer 40

The influence of media is:

1. Growing all the time
2. Arguably the most important source of secondary socialisation

Question 41

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
Use of the media has exploded, with new forms of media such as what?

Answer 41

Use of the media has exploded, with new forms of media such as:

1. The internet
2. Mobile phones
3. Games
4. TV
5. Films
6. Magazines

Question 42

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
Many of us like to claim that we are not influenced by the media and that we just use it to communicate or to find out things, but most sociologists would disagree.
One way we may be socialised by the media is through its what?

Answer 42

One way we may be socialised by the media is through its representation of different social groups

Question 43

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
One way we may be socialised by the media is through its representation of different social groups, which may do what?

Answer 43

One way we may be socialised by the media is through its representation of different social groups, which may influence our views

Question 44

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
One way we may be socialised by the media is through its representation of different social groups, which may influence our views.
Example

Answer 44

For example, women are represented in very stereotypical ways, according to feminist sociologists

Question 45

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
One way we may be socialised by the media is through its representation of different social groups, which may influence our views.
For example, women are represented in very stereotypical ways, according to feminist sociologists.
This may affect what?

Answer 45

This may affect:
1. The way we judge women
Or,
2. Women themselves and their own self-image

Question 46

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is what?

Answer 46

An area of concern often expressed is media influence on violence in society

Question 47

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for what?

Answer 47

Various:
1. Films
2. Games
have been blamed for ‘copycat’ acts of violence

Question 48

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for ‘copycat’ acts of violence, as viewers were what?

Answer 48

Various:
1. Films
2. Games
have been blamed for ‘copycat’ acts of violence, as viewers were apparently influenced by them

Question 49

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for ‘copycat’ acts of violence, as viewers were apparently influenced by them.
More widely, the media is seen to influence what?

Answer 49

More widely, the media is seen to influence culture

Question 50

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
3. Media:
The influence of media is growing all the time and it is arguably the most important source of secondary socialisation.
An area of concern often expressed is media influence on violence in society.
Various films and games have been blamed for ‘copycat’ acts of violence, as viewers were apparently influenced by them.
More widely, the media is seen to influence culture.
Some argue it has created what?

Answer 50

Some argue the media has created a consumer culture where we are encouraged to buy products based on:
1. Celebrity endorsements
Or,
2. Association with a particular lifestyle or image

Question 51

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in what for many of us?

Answer 51

The importance of religion as an agent of socialisation is in decline for many of us

Question 52

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to who?

Answer 52

The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular

Question 53

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means what?

Answer 53

The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious

Question 54

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that what?

Answer 54

It could be argued that many of our:
1. Norms
2. Values
in the UK are based on the Christian religion

Question 55

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that many of our norms and values in the UK, including what, are based on the Christian religion?

Answer 55

It could be argued that many of our norms and values in the UK, including:
1. Laws
2. Morals
3. Customs
,are based on the Christian religion

Question 56

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that many of our norms and values in the UK, including laws, morals and customs, are based on the Christian religion, so we are all what more than we realise?

Answer 56

It could be argued that many of our norms and values in the UK, including:
1. Laws
2. Morals
3. Customs
,are based on the Christian religion, so we are all influenced by religion more than we realise

Question 57

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
The importance of religion as an agent of socialisation is in decline for many of us, according to some sociologists who argue that UK society is becoming more secular, which means less religious.
However, it could be argued that many of our norms and values in the UK, including laws, morals and customs, are based on the Christian religion, so we are all influenced by religion more than we realise.
Attitudes towards, and laws relating to, issues such as what are all influenced to an extent by religious views?

Answer 57

Attitudes towards, and laws relating to, issues such as:
1. Divorce
2. Homosexuality
3. Abortion
4. Euthanasia
5. Even murder
are all influenced to an extent by religious views

Question 58

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
In a multi-faith society, religion may do what?

Answer 58

In a multi-faith society, religion may influence some groups more than others

Question 59

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
In a multi-faith society, religion may influence some groups more than others.
For example, Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as ‘very important,’ compared to 5% of white British youths.
So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is a very important influence on their norms and values.
Additionally, many Christian congregations in the UK are now made up of what?

Answer 59

Additionally, many Christian congregations in the UK are now made up of many people of:
1. African-Caribbean
2. Also Eastern European
descent

Question 60

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
4. Religion:
In a multi-faith society, religion may influence some groups more than others.
For example, Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as ‘very important,’ compared to 5% of white British youths.
So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is a very important influence on their norms and values.
Additionally, many Christian congregations in the UK are now made up of many people of African-Caribbean and also Eastern European descent.
So the decline of religion’s influence in the UK is not what?

Answer 60

So the decline of religion’s influence in the UK is not universal

Question 61

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
The workplace will be a key agent of socialisation for adults, rather than children, and the concept of what has been used to refer to the new set of norms and values an individual will learn when they start a new job?

Answer 61

The workplace will be a key agent of socialisation for adults, rather than children, and the concept of ‘resocialisation’ has been used to refer to the new set of:
1. Norms
2. Values
an individual will learn when they start a new job

Question 62

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
The workplace will be a key agent of socialisation for adults, rather than children, and the concept of ‘resocialisation’ has been used to refer to the new set of norms and values an individual will learn when they start a new job.
In a similar way to education, the socialisation could be split into what?

Answer 62

In a similar way to education, the socialisation could be split into:

1. Formal
2. Informal

Question 63

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be what?

Answer 63

Formal socialisation in the workplace will be in the form of learning:

1. The code of conduct
2. Acceptable dress codes
3. Behaviour
4. Other expectations

Question 64

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be in the form of learning the code of conduct, acceptable dress codes, behaviour and other expectations.
This will be enforced by what?

Answer 64

This will be enforced by formal sanctions

Question 65

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be in the form of learning the code of conduct, acceptable dress codes, behaviour and other expectations.
This will be enforced by formal sanctions such as what?

Answer 65

This will be enforced by formal sanctions such as:
1. A formal warning
Or,
2. Even being fired
,but also positive sanctions

Question 66

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Formal socialisation in the workplace will be in the form of learning the code of conduct, acceptable dress codes, behaviour and other expectations.
This will be enforced by formal sanctions such as a formal warning, or even being fired, but also positive sanctions, such as what?

Answer 66

This will be enforced by formal sanctions such as a formal warning, or even being fired, but also positive sanctions, such as:
1. 'Employee of the month'
2. A promotion
Or,
3. A pay rise

Question 67

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to do what?

Answer 67

Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school

Question 68

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by doing what?

Answer 68

Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by:

1. Making clear what is expected
2. Sanctioning unacceptable behaviour

Question 69

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by making clear what is expected and sanctioning unacceptable behaviour.
Example

Answer 69

For example, if a new employee is:
1. 'Sucking up' to the boss too much
Or,
2. Informing on his colleagues
,it will be made clear to him by informal sanctions that this is not acceptable

Question 70

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
5. Workplace:
In a similar way to education, the socialisation could be split into formal and informal.
Informally, colleagues will help to resocialise an individual in a similar way to peer groups at school, by making clear what is expected and sanctioning unacceptable behaviour.
For example, if a new employee is ‘sucking up’ to the boss too much, or informing on his colleagues, it will be made clear to him by informal sanctions, such as what, that this is not acceptable?

Answer 70

For example, if a new employee is:
1. 'Sucking up' to the boss too much
Or,
2. Informing on his colleagues
,it will be made clear to him by informal sanctions, such as the 'silent treatment' that this is not acceptable

Question 71

Primary socialisation

Answer 71

Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic:

1. Norms
2. Values

Question 72

Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
It refers to early what learning?

Answer 72

Primary socialisation refers to early childhood learning

Question 73

Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
It refers to early childhood learning during which we acquire the basic what that we will need in later life?

Answer 73

Primary socialisation refers to early childhood learning during which we acquire the basic:
1. Behaviour patterns
2. Language
3. Skills
that we will need in later life

Question 74

Primary socialisation is the first and most important stage of learning whereby children up to age 5 learn the basic norms and values.
It refers to early childhood learning during which we acquire the basic behaviour patterns, language and skills that we will need in later life.
The agencies of primary socialisation are usually parents and families who ensure that what takes place?

Answer 74

The agencies of primary socialisation are usually:
1. Parents
2. Families
who ensure that this learning takes place

Question 75

Secondary socialisation

Answer 75

Secondary socialisation is the second stage of learning where individuals:

1. Develop their identity
2. Consolidate norms and values

Question 76

Secondary socialisation is the second stage of learning where individuals develop their identity and consolidate norms and values.
It takes place when and continues into what?

Answer 76

Secondary socialisation:

1. Takes place during later childhood
2. Continues into adulthood

Question 77

Secondary socialisation is the second stage of learning where individuals develop their identity and consolidate norms and values.
It takes place during later childhood and continues into adulthood, during which we learn what?

Answer 77

Secondary socialisation takes place during later childhood and continues into adulthood, during which we learn society’s:

1. Norms
2. Values

Question 78

The agencies of secondary socialisation include what?

Answer 78

The agencies of secondary socialisation include:

1. The peer group
2. The school/education
3. The media
4. Religion
5. The workplace

Question 79

Agencies of socialisation are the groups or institutions that play a part in our socialisation, through which we learn the norms and values of society.
How many agencies of socialisation are there?

Answer 79

There are 6 agencies of socialisation:

1. Family
2. The peer group
3. The school/education
4. The media
5. Religion
6. The workplace

Question 80

Peer groups case study:

1. Who (what year) looked at peer groups in primary schools?

Answer 80

Skelton and Francis (2003) looked at peer groups in primary schools

Question 81

Peer groups case study:

1. Skelton and Francis (2003) looked at peer groups in primary schools, for example where?

Answer 81

Skelton and Francis (2003) looked at peer groups in primary schools, for example in the:

1. Classrooms
2. Playground

Question 82

Peer groups case study:
1. Skelton and Francis (2003) looked at peer groups in primary schools, for example in the classrooms and the playground.
They found that what?

Answer 82

Skelton and Francis found that play was very gendered, with:

1. Boys dominating the space
2. Girls taking part in separate activities

Question 83

Peer groups case study:
1. Skelton and Francis (2003) looked at peer groups in primary schools, for example in the classrooms and the playground.
They found that play was very gendered, with boys dominating the space and girls taking part in separate activities, such as what?

Answer 83

Skelton and Francis found that play was very gendered, with:

1. Boys dominating the space
2. Girls taking part in separate activities, such as skipping

Question 84

Peer groups case study:

2. Who looked at the pressure put on teenage girls by peers?

Answer 84

Sue Lees looked at the pressure put on teenage girls by peers

Question 85

Peer groups case study:

2. Sue Lees looked at the pressure put on teenage girls by peers, for example what?

Answer 85

Sue Lees looked at the pressure put on teenage girls by peers, for example how double standards are applied to:
1. Girls’
2. Boys’
sexual behaviour

Question 86

Peer groups case study:
2. Sue Lees looked at the pressure put on teenage girls by peers, for example how double standards are applied to girls’ and boys’ sexual behaviour, such as what?

Answer 86

Sue Lees looked at the pressure put on teenage girls by peers, for example how double standards are applied to:
1. Girls’
2. Boys’
sexual behaviour, such as how the term ‘slag’ is used to control girls’ behaviour

Question 87

Peer groups case study:

3. Who (what year) looked at the comparative influence of parents and peer groups?

Answer 87

Judith Harris (1998) looked at the comparative influence of:

1. Parents
2. Peer groups

Question 88

Peer groups case study:

3. Judith Harris (1998) looked at the comparative influence of parents and peer groups, concluding what?

Answer 88

Judith Harris (1998) looked at the comparative influence of:
1. Parents
2. Peer groups
,concluding that the peer groups can be more influential than the family in shaping children’s identities

Question 89

Peer groups case study:
3. Judith Harris (1998) looked at the comparative influence of parents and peer groups, concluding that the peer groups can be more influential than the family in shaping children’s identities.
Peer pressure is what on behaviour?

Answer 89

Peer pressure is an important influence on behaviour

Question 90

Peer groups case study:
3. Judith Harris (1998) looked at the comparative influence of parents and peer groups, concluding that the peer groups can be more influential than the family in shaping children’s identities.
Peer pressure is an important influence on behaviour.
Harris overall concluded that what?

Answer 90

Harris overall concluded that an individual’s desire to conform is a stronger influence than the peer group’s:
1. Overt pressure
Or,
2. Bullying

Question 91

Peer groups case study:

4. Who (what year) uses the concept of ‘cultural comfort zones?’

Answer 91

Tony Sewell (2000) uses the concept of ‘cultural comfort zones’

Question 92

Peer groups case study:

4. Tony Sewell (2000) uses the concept of ‘cultural comfort zones’ to describe what?

Answer 92

Tony Sewell (2000) uses the concept of ‘cultural comfort zones’ to describe the way in which we like to associate with those who are similar to ourselves, to stay in our comfort zone

Question 93

Peer groups case study:
4. Tony Sewell (2000) uses the concept of ‘cultural comfort zones’ to describe the way in which we like to associate with those who are similar to ourselves, to stay in our comfort zone.
Sewell links this particularly to who?

Answer 93

Sewell links this particularly to African-Caribbean boys

Question 94

Peer groups case study:
4. Tony Sewell (2000) uses the concept of ‘cultural comfort zones’ to describe the way in which we like to associate with those who are similar to ourselves, to stay in our comfort zone.
Sewell links this particularly to African-Caribbean boys, preferring to do what?

Answer 94

Sewell links this particularly to African-Caribbean boys, preferring to hang around in gangs with peers than to be in the white middle-class world of:
1. School
2. Teachers
,which is an alien environment

Question 95

Education case study:

Who were American Marxists?

Answer 95

Some Bowles and Herb Gintis were American Marxists

Question 96

Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that what exists?

Answer 96

Some Bowles and Herb Gintis agreed that the hidden curriculum exists

Question 97

Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning what?

Answer 97

Some Bowles and Herb Gintis agreed that the hidden curriculum exists, but did not think that it was just about learning shared:

1. Norms
2. Values

Question 98

Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was what?

Answer 98

Some Bowles and Herb Gintis argued that the education system was a ‘giant myth-making machine’

Question 99

Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was a ‘giant myth-making machine,’ that did what?

Answer 99

Some Bowles and Herb Gintis argued that the education system was a ‘giant myth-making machine,’ that brainwashed children through the hidden curriculum into the:
1. Obedience
2. Unquestioning attitude
that they would need in the world of work

Question 100

Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was a ‘giant myth-making machine,’ that brainwashed children through the hidden curriculum into the obedience and unquestioning attitude that they would need in the world of work.
Pupils are taught to accept what?

Answer 100

Pupils are taught to accept their place in society

Question 101

Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They argued that the education system was a ‘giant myth-making machine,’ that brainwashed children through the hidden curriculum into the obedience and unquestioning attitude that they would need in the world of work.
Pupils are taught to accept their place in society and believe what?

Answer 101

Pupils are taught to accept their place in society and believe that:

1. Achievements and failures are of their own making
2. Everything is fair and based on merit

Question 102

Education case study:
Some Bowles and Herb Gintis were American Marxists.
They agreed that the hidden curriculum exists, but did not think that it was just about learning shared norms and values.
They see what as very significant, but not good for the majority?

Answer 102

Some Bowles and Herb Gintis see the:
1. Hidden curriculum
2. Socialisation that takes place in the education system
as very significant, but not good for the majority

Question 103

Media case study:

1. Who (what year) uses the concept of the ‘male gaze?’

Answer 103

Mulvey (1975) uses the concept of the ‘male gaze’

Question 104

Media case study:

1. Mulvey (1975) uses the concept of the ‘male gaze’ to describe what?

Answer 104

Mulvey (1975) uses the concept of the ‘male gaze’ to describe how the camera in films ‘eyes up’ female characters

Question 105

Media case study:
1. Mulvey (1975) uses the concept of the ‘male gaze’ to describe how the camera in films ‘eyes up’ female characters, encouraging viewers to do what?

Answer 105

Mulvey (1975) uses the concept of the ‘male gaze’ to describe how the camera in films ‘eyes up’ female characters, encouraging viewers to assess their:

1. Bodies
2. Attractiveness

Question 106

Media case study:
1. Mulvey (1975) uses the concept of the ‘male gaze’ to describe how the camera in films ‘eyes up’ female characters, encouraging viewers to assess their bodies and their attractiveness, from what?

Answer 106

Mulvey (1975) uses the concept of the ‘male gaze’ to describe how the camera in films ‘eyes up’ female characters, encouraging viewers to assess their:
1. Bodies
2. Attractiveness
,from a male perspective

Question 107

Media case study:

2. Who (what year) argues that the media is partly responsible for criminality?

Answer 107

Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality

Question 108

Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created what?

Answer 108

Young argues that the media has created a ‘bulimic society’

Question 109

Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a ‘bulimic society’ - a society with what?

Answer 109

Young argues that the media has created a ‘bulimic society’ - a society with constant:
1. Hunger
2. Desire
to binge on everything and anything

Question 110

Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a ‘bulimic society’ - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a society in which even those with little money are what?

Answer 110

The bulimic society is a society in which even those with little money are:

1. ‘Hooked on Gucci, BMW, Nike, watching TV 11 hours per day …
2. Worshipping success, money, wealth and status’

Question 111

Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a ‘bulimic society’ - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a society in which even those with little money are ‘hooked on Gucci, BMW, Nike, watching TV 11 hours per day … worshipping success, money, wealth and status,’ but at the same time are what?

Answer 111

The bulimic society is a society in which even those with little money are:
1. ‘Hooked on Gucci, BMW, Nike, watching TV 11 hours per day …
2. Worshipping success, money, wealth and status’
,but at the same time are ‘systematically excluded from its realisation’

Question 112

Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a ‘bulimic society’ - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a culture of what?

Answer 112

The bulimic society is a culture of:
1. ‘Get rich
Or,
2. Die trying’

Question 113

Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a ‘bulimic society’ - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a culture of ‘get rich or die trying,’ when too often only what is available?

Answer 113

The bulimic society is a culture of:
1. 'Get rich
Or,
2. Die trying'
,when too often only the latter alterative is available

Question 114

Media case study:
2. Jock Young (2007), a British criminologist, argues that the media is partly responsible for criminality.
Young argues that the media has created a ‘bulimic society’ - a society with constant hunger and desire to binge on everything and anything.
The bulimic society is a culture of ‘get rich or die trying,’ when too often only the latter alternative is available.
Young argues that this can explain what?

Answer 114

Young argues that this can explain criminality among youths from deprived backgrounds

Question 115

Religion case study:

Who (what year) surveyed young people?

Answer 115

Modood and Berthoud (1997) surveyed young people

Question 116

Religion case study:
Modood and Berthoud (1997) surveyed young people and found that what percentage of Pakistanis and Bangladeshis saw religion as ‘very important?’

Answer 116

Modood and Berthoud (1997):

1. Surveyed young people
2. Found that 67% of Pakistanis and Bangladeshis saw religion as ‘very important’

Question 117

Religion case study:
Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as ‘very important,’ compared to what percentage of white British youths?

Answer 117

Modood and Berthoud (1997) surveyed young people and found that:
1. 67% of Pakistanis and Bangladeshis saw religion as ‘very important’
compared to
2. 5% of white British youths

Question 118

Religion case study:
Modood and Berthoud (1997) surveyed young people and found that 67% of Pakistanis and Bangladeshis saw religion as ‘very important,’ compared to 5% of white British youths.
So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is what?

Answer 118

So individuals brought up in a Muslim, Hindu, or Sikh family, for example, may feel that religion is a very important influence on their:

1. Norms
2. Values

Question 119

Workplace case study:

The term what has been used (for example by who when) to describe what?

Answer 119

The term ‘canteen culture’ has been used (for example by Waddington in 1999) to describe the set of:
1. Norms
2. Values
that people who work in a particular organisation will be socialised to accept

Question 120

Workplace case study:
The term ‘canteen culture’ has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain what become the norm?

Answer 120

The term 'canteen culture' has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain:
1. Language
2. Behaviour
3. Attitudes
become the norm

Question 121

Workplace case study:
The term ‘canteen culture’ has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain language, behaviour and attitudes become the norm.
This has been used in what way to describe what?

Answer 121

This has been used in a critical way to describe the culture of racism within the police

Question 122

Workplace case study:
The term ‘canteen culture’ has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain language, behaviour and attitudes become the norm.
This has been used in a critical way to describe the culture of racism within the police, whereby what?

Answer 122

This has been used in a critical way to describe the culture of racism within the police, whereby even individual police officers who are not racist will start:
1. Thinking
2. Behaving
in ways that are

Question 123

Workplace case study:
The term ‘canteen culture’ has been used (for example by Waddington in 1999) to describe the set of norms and values that people who work in a particular organisation will be socialised to accept, so that certain language, behaviour and attitudes become the norm.
This has been used in a critical way to describe the culture of racism within the police, whereby even individual police officers who are not racist will start thinking and behaving in ways that are, as they are what?

Answer 123

This has been used in a critical way to describe the culture of racism within the police, whereby even individual police officers who are not racist will start:
1. Thinking
2. Behaving
in ways that are, as they are socialised into the canteen culture of the police force

Question 124

Though the family is obviously important, the other agents of socialisation also have an important impact on our norms and values.
2. Education:
At school, everyone learns the formal curriculum.
This will be based on the language and culture of society and reflect its values.
However, sociologists argue that we also learn the informal curriculum or ‘hidden curriculum.’
This is all the other norms and values you are learning at school outside of your formal lessons.
For example, you learn about the school structure itself, like the genders of the teachers at different levels of authority in the school.
Teachers are the main people who pass on these norms and values and you will also learn about what by the way they interact with you?

Answer 124

Teachers are the main people who pass on these norms and values and you will also learn about your own place in society by the way they interact with you