5.3 Agents of socialization  (Page 4/11)

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.

Religion

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.

Government

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.

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.

Mass media

Mass media 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).

Girls and movies

Pixar is one of the largest producers of children’s movies in the world and has released large box office draws, such as Toy Story , Cars , The Incredibles , and Up . What Pixar has never before produced is a movie with a female lead role. This changed with Pixar’s newest movie Brave , which was released in 2012. Before Brave , women in Pixar served as supporting characters and love interests. In Up , for example, the only human female character dies within the first ten minutes of the film. For the millions of girls watching Pixar films, there are few strong characters or roles for them to relate to. If they do not see possible versions of themselves, they may come to view women as secondary to the lives of men.

The animated films of Pixar’s parent company, Disney, have many female lead roles. Disney is well known for films with female leads, such as Snow White , Cinderella , The Little Mermaid , and Mulan . Many of Disney’s movies star a female, and she is nearly always a princess figure. If she 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.

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, Cinderella Ate My Daughter . 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 and sexiness can lead to eating disorders, low self-esteem, and risky sexual behavior among older girls.

What should we expect from Pixar’s new movie, the first starring a female character? Although Brave features a female lead, she is still a princess. Will this film offer any new type of role model for young girls? (O’Connor 2011; Barnes 2010; Rose 2011).

Summary

Our direct interactions with social groups, like families and peers, teach us how others expect us to behave. Likewise, a society’s formal and informal institutions socialize its population. Schools, workplaces, and the media communicate and reinforce cultural norms and values.

Short answer

Further research

Most societies expect parents to socialize children into gender norms. See the controversy surrounding one Canadian couple’s refusal to do so at (External Link)

References

Associated Press. 2011. “Swedish Dads Swap Work for Child Care.” The Gainesville Sun , October 23. Retrieved January 12, 2012 ( (External Link) ).

Barnes, Brooks. 2010. “Pixar Removes Its First Female Director.” The New York Times , December 20. Retrieved August 2, 2011 ( (External Link) ).

Bowles, Samuel, and Herbert Gintis. 1976. Schooling in Capitalistic America: Educational Reforms and the Contradictions of Economic Life . New York: Basic Books.

Crampton, Thomas. 2002. “The Ongoing Battle over Japan’s Textbooks.” New York Times , February 12. Retrieved August 2, 2011 ( (External Link) ).

Kohn, Melvin L. 1977. Class and Conformity: A Study in Values . Homewood, IL: Dorsey Press.

National Opinion Research Center. 2007. General Social Surveys, 1972–2006: Cumulative Codebook . Chicago: National Opinion Research Center.

O’Connor, Lydia. 2011. “The Princess Effect: Are Girls Too ‘Tangled’ in Disney’s Fantasy?” Annenberg Digital News , January 26. Retrieved August 2, 2011 ( (External Link) ).

Roberts, Donald F., Ulla G. Foehr, and Victoria Rideout. 2005. “Parents, Children, and Media: A Kaiser Family Foundation Survey.” The Henry J. Kaiser Family Foundation. Retrieved February 14, 2012 ( (External Link) ).

Rose, Steve. 2011. “Studio Ghibli: Leave the Boys Behind.” The Guardian , July 14. Retrieved August 2, 2011. ( (External Link) ).

“South Koreans Sever Fingers in Anti-Japan Protest.” 2001. The Telegraph . Retrieved January 31, 2012 ( (External Link) ).

U.S. Bureau of Labor Statistics. 2014. “Number of Jobs Held, Labor Market Activity, and Earnings Growth Among the Youngest Baby Boomers.” September 10. Retrieved Oct. 27th, 2012 ( www.bls.gov/nls/nlsfaqs.htm ).

U.S. Department of Education, National Center for Education Statistics. 2004. “Average Length of School Year and Average Length of School Day, by Selected Characteristics: United States, 2003-04.” Private School Universe Survey (PSS) . Retrieved July 30, 2011 ( (External Link) ).

"Why Swedish Men take so much Paternity Leave." 2014. The Economist . Retrieved Oct. 27th, 2014. (http://www.economist.com/blogs/economist-explains/2014/07/economist-explains-15)