I.

BECOMING A
MEMBER OF
SOCIETY
“He who is unable to live in society, or who has no need
because he is sufficient for himself, must be either a beast
or a god.” – Aristotle

“All that is valuable in human society depends upon the

opportunity for development accorded the individual.”
– Albert Einstein

“Solitude is fine but you need someone to tell that solitude

is fine.” ― Honoré de Balzac
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What is Society?
1. an organized group working together or periodically meeting
because of common interests, beliefs, or profession
2. a community, nation, or broad grouping of people having
common traditions, institutions, and collective activities and
interests
(Merriam-Webster)

Why learn about becoming a member of society?

 To know how individuals learn culture and become competent
members of society.
 To know the development of one's self and others as a product of
socialization and enculturation.
 To know how individuals should behave as part of political
community.
 To identify the norms and values to be observed in interacting with
others in society, and the consequences of ignoring these rules.
 To assess the rules of social interaction to maintain stability of
everyday life and role of innovation in response to problems and
challenges.
 To recognize and promote the value of human rights.

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So why is it important to be a member of a society?
 Humans cannot exist without society or develop without
interaction with other humans.
 Society invented the concept of the individual.
 For us to not be in complete isolation from the community-life.
 A human is bound to have links with other people to form a
society.
 Each individual can have an important role in improving and
strengthening a society.
 The society is the manifestation of that united existence, and each
individual are part of the society. Therefore, men and women of all
ages and professions should do their best to serve the society.

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II. ENCULTURATION
SOCIALIZATION

"Culture is the widening of the mind and of the spirit.”

– Jawaharlal Nehru

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Enculturation

 Enculturation is the process by which people learn the dynamics of

their surrounding culture and acquire values and norms
appropriate or necessary in that culture and worldviews.
 This process is the way in which we obtain and transmit culture.
 Describe how each individual comes to terms with the already set
ideals that their culture has established.
 Enculturation is the process of teaching an individual the norms and
values of a culture through unconscious repetition.

Two Phases of Enculturation

1. Unconscious stage - the "unconscious" stage of early years
in human growth, where the individual "unconsciously"
internalizes his culture,
2. Conscious stage - the individual may be consciously
actively attempting to understand what people are saying, but
they may also be unconsciously absorbing new vocabulary
words and slang from the conversations that occur around
them.

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 Two Major Aspects of Enculturation
1. Informal - which some call "child training" and in some,
senses precedes and in other senses runs concurrently with.
2. Formal - more commonly termed "education," the former is
most likely to be carried out within the context of the family
and among friends. The latter is carried out in institutions of
learning, sacred or secular.

Socialization

 Represents the whole process of learning throughout the life course

and is a central influence on the behavior, beliefs, and actions of
adults as well as of children.
 Socialization is the process through which a person, from birth
through death, is taught the norms, customs, values, and roles of the
society in which they live.
 Process by which individuals acquire the knowledge, language,
social skills, and value to conform to the norms and roles required
for integration into a group or community.

Process of Socialization:

1. Context - it refers to culture, language, the social structures of a

society (like hierarchies of class, race, and gender, among others)
and one’s social location within them. It also includes history,
and the people and social institutions involved in the process. All
of these things work together to define the norms, values,

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 customs, roles, and assumptions of a particular social group,
community, or society.
2. Content and Process - what is actually said and done by those
doing the socializing—that constitutes the work of socialization.
How parents assign chores and rewards for them on the basis of
gender, and how parents instruct their kids to interact with police
are examples of both content and process. The content and
process of socialization are also defined by the duration of the
process, who is involved in it, the methods they use, and whether
it is a total or partial experience.
3. Results - the outcome of the socialization process and refer to
the way a person thinks and behaves after experiencing it. The
intended results or goals of socialization differ, of course, with
context, content, and process. For example, with small children,
socialization tends to focus on control of biological and
emotional impulses. Goals and results might include a child who
knows to use the toilet when he or she feels the need or a child
who asks permission before taking something from another that
he or she desires.

Stages and Forms:

1. Primary socialization - the stage that occurs from birth

through adolescence. It is guided by family and primary
caregivers, teachers, coaches and religious figures, and one's peer
group.
2. Secondary socialization - occurs throughout our lives, as we
encounter groups and situations that were not a part of our

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 primary socialization experience. For some, this includes a
college or university experience, where many encounter new or
different populations, norms, values, and behaviors.
3. Group socialization - the theory that an individual's peer
groups, rather than parental figures, influences his or her
personality and behavior in adulthood.
4. Organizational socialization - This form is particular to
socialization that happens within an organization or institution,
with the goal of incorporating a person into the norms, values,
and practices of it. This is common in workplace settings and also
takes place when a person joins an organization on a volunteer
basis.
5. Anticipatory socialization - This form of socialization is
largely self-directed and refers to the steps we take to prepare for
a new role or relationship, position, or occupation.
6. Forced socialization - takes place in total institutions
including prisons, psychological facilities, military units, and
some boarding schools. Places like these operate with the goal of
erasing the self as it was when a person entered, and resocializing
through physical force or coercion, into a self that exists in
accordance with the norms, values, and customs of the
institution.

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 III. IDENTITY
FORMATION

“In the egoic state, your sense of self, your identity, is

derived from your thinking mind - in other words, what
your mind tells you about yourself: the storyline of you, the
memories, the expectations, all the thoughts that go
through your head continuously and the emotions that
reflect those thoughts. All those things make up your sense
of self. “ – Eckhart Tolle

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Introduction

The concept of “identity” has long occupied theorists and researchers

examining human condition. To highlight briefly a few exemplars, the
concept of “identity status focuses on exploration and commitment as
foundational processes of self-development. Narrative approaches
emphasize the constructed sense of identity that manifests through
one’s subjectively experienced and expressed life story.

What is Identity Formation?

 Identity formation, also known as individuation, is the development

of the distinct personality of an individual, regarded as a persisting
entity (known as personal continuity) in a particular stage of life in
which individual characteristics are possessed and by which a
person is recognized or known (such as the establishment of a
reputation). This process defines individuals to others and
themselves. Pieces of the person's actual identity include a sense of
continuity, a sense of uniqueness from others, and a sense of
affiliation.

 Identities are formed on many levels, micro, meso, macro, and

global. The micro level is self definition and relationship to people
and issues as seen from a person or individual perspective. The
meso level is where our identities are viewed, formed, and
questioned from our immediate communities and/or our families.
Macro are the connections among and between individuals, issues,

10
 and groups as a view from a national perspective. Lastly, the global
level is connections among and between individuals, issues, and
groups from a worldwide perspective.

 Identity is often described as finite and consisting of separate and

distinct parts (family, cultural, personal, professional, etc.), yet
according to Parker J. Palmer, it is an ever-evolving core within
where our genetics (biology), culture, loved ones, those we cared for,
people who have harmed us and people we have harmed, the deeds
done (good and ill) to self and others, experiences lived, and choices
made come together to form who we are at this moment.

Two Types of Identity

1. Social identity - Social identity is the portion of an individual's

self-concept derived from perceived membership in a relevant
social group. As originally formulated by social psychologists Henri
Tajfel and John Turner in the 1970s and the 1980s, social identity
theory introduced the concept of a social identity as a way in which
to explain intergroup behavior. Social identity theory is described as
a theory that predicts certain intergroup behaviors on the basis of
perceived group status differences, the perceived legitimacy and
stability of those status differences, and the perceived ability to
move from one group to another. This contrasts with occasions
where the term "social identity theory" is used to refer to general
theorizing about human social selves.

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2. Self-identity - Self-concept or self-identity is the sum of a being's
knowledge and understanding of their self. The self-concept is
different from self-consciousness, which is an awareness of one's
self. Components of the self-concept include physical,
psychological, and social attributes, which can be influenced by the
individual's attitudes, habits, beliefs and ideas. These components
and attributes cannot be condensed to the general concepts of self-
image and self-esteem as different types of identity coming together
in one person.

These types of identity can be broken down into the following:

o Cultural identity - the (feeling of) identity of a group or
culture, or of an individual as far as they are influenced by
their belonging to a group or culture.
o Professional identity - the identification with a profession,
exhibited by an aligning of roles, responsibilities, values, and
ethical standards as accepted by the profession.
o Ethnic and National identity - the identification with a
certain ethnicity, usually on the basis of a presumed common
genealogy or ancestry. Recognition by others as a distinct
ethnic group is often a contributing factor to developing this
bond of identification.
o Religious identity - is the set of beliefs and practices
generally held by an individual, involving adherence to
codified beliefs and rituals and study of ancestral or cultural

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 traditions, writings, history, and mythology, as well as faith
and mystic experience.
o Gender identity - describes the gender with which a person
identifies (i.e., whether one perceives oneself to be a man, a
woman, outside of the gender binary, etc.), but can also be
used to refer to the gender that other people attribute to the
individual on the basis of what they know from gender role
indications (social behavior, clothing, hair style, etc.).

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 IV. NORMS
AND VALUES
“Most conduct is guided by norms rather than by laws.
Norms are voluntary and are effective because they are
enforced by peer pressure.” – Paul Collier

“The aim of education is the knowledge, not of facts, but of

values.” – William Burroughs

14
Introduction:
“Respect your parents.” “Use po and opo when talking to elders.”
“Don’t talk when your mouth is full.” – These statements are examples
of common Filipino values and norms. Everyone in any society
conforms; otherwise they have to face various types of consequences.
After learning the process of how an individual develops his/her
identity through the process of Enculturation/Socialization, this topic
aims to define and explain the role of Norms and Values in the process
of becoming a member of the society, on how it affects the individual
itself and know its importance in the life of every member of the
society.

Norms:
Definition/s:
 Hughes and Kroehler (2009) define norms as social rules that
specify appropriate and inappropriate behavior in
given situations. It dictates what one “should,” “ought” and
“must” do, as well as what he/she “should not,” “could not,” and
“must” not do.
 Norms are also established standards of behavior
maintained by a society that guides the behavior of its
members (Schaefer, 2012) (Macionis, 2006).

Norms, Normal & Normative:

 “Normal” refers to that which conforms to norms, so while norms

are the rules that guide our behavior, normal is the act of
abiding by them.

15
  “Normative” refers to what we perceive as normal, or what
we think should be normal, regardless of whether it actually is.

Socialization & Norms:

 The process of socialization is guided by norms and taught to us

by those around us, including our families, teachers, and
authority figures from religion, politics, law, and popular culture.
 Learning though spoken and written directive, but also through
observing those around us.

Types of Norms:

1. Folkways – sometimes known as “conventions” or “customs,”

are standards of behavior that are socially approved but not
morally significant. Norms for routine or casual interaction. (e.g.
“saying po and opo,” and “pagmamano.”)
2. Mores – are norms of morality, they distinguish the difference
between right and wrong, widely observed, and considered to
have greater moral significance than others.
3. Taboo – meaning a culture absolutely forbids them, like incest,
cannibalism and child molestation.
4. Laws – are a formal body of rules enacted by the state and
backed by the power of the state.

Folkways Right vs. Rude

Mores Right vs. Wrong
Taboo Right vs. Forbidden
Laws Right vs. Illegal

16
Values:

Definition/s:

 Schaefer (2012) defines cultural values as collective conceptions of

what is considered good, desirable, and proper or bad,
undesirable and improper, what they find important and
morally right or wrong.
 Cultural standards that people use to decide what’s good or bad,
what’s right or wrong. They serve as the ideals and guidelines that
we live by.

Examples:

 Western Counties like the United States tend to value

Individualism and stress the importance of each person’s own
needs.
 Whereas Eastern countries like the Philippines tend to value
Collectivism and stress the importance of groups over
individuals.
 Filipino values:
o Hospitality
o Respect
o Strong Family Ties
o Religious
o Generosity and Helpfulness
o Loving and Caring

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Summary of Findings:

 Norms are the rules and expectations that guide behavior within a
society, it supports and guides the process of socialization experienced
by an individual within the society, norms are either a folkway, a more
or a taboo.
 Values are cultural standards to decide what is morally good or bad.
 Values are general guidelines, while norms are specific guidelines, for
example, Honesty is a general value; the expectation that students will
not cheat in the examinations is a norm.

Conclusion:

Norms and values work together to shape how members of a culture or

society behave within their surroundings. Members of the society who are
expected to conform, follow and practice these values and norms
eventually present and reflect the characteristics of the whole society.

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 V. ROLES AND
STATUS

“I want to play roles that I’m proud of, that I feel a certain
integrity about, and I want to continue to be truthful in the
work that I do.” – Laz Alonso

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What is Role?

 A role is a set of expectations for people who occupy a given social

positions or status (Schaefer, 2011)
 These expectations define the behavior people view as appropriate
and inappropriate for the occupant of the status (Hughes and
Kroehler, 2009)

Types of Role:

 Achieved role - a position that a person assumes voluntarily

which reflects personal skills, abilities, and effort.
 Ascribed role - a position assigned to individuals or groups
without regard for merit but because of certain traits beyond
their control, (Stark 2007), and is usually forced upon a person.

For many roles, individuals must meet certain conditions, biological

or sociological. For instance, a boy cannot ordinarily take the biological
role of mother. Other roles require training or experience. For instance,
in many cultures doctors must be educated and certified before
practicing medicine.

Role development can be influenced by a number of additional

factors, including social, genetic predisposition, cultural or situational.

 Societal influence: The structure of society often forms

individuals into certain roles based on the social situations
they choose to experience. Parents enrolling their children in
certain programs at a young age increases the chance that the
child will follow that role.

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  Genetic predisposition: People take on roles that come
naturally to them. Those with athletic ability generally take on
roles of athletes. Those with mental genius often take on roles
devoted to education and knowledge. This does not mean that
people must choose only one path, each individual can reprise
multiple roles (i.e. Evelyn can be the point guard on the
basketball team and the editor of her school newspaper).
 Cultural influence: Different cultures place different
values on certain roles based on their lifestyle. For instance,
soccer players are regarded higher in European countries than
in the United States, where soccer is less popular.
 Situational influence: Roles can be created or altered
based on the situation a person is put in outside their own
influence.

What is Status?

 Is the the relative social, professional, or other standing of someone

or something (Dictionary)
 A social position as something filled by an individual member of a
social system. (Harry M. Johnson 1960)

Concepts to Remember:

 Status set - A status set is a collection of social statuses that an

individual holds. A person may have status of a daughter, wife,
mother, student, worker, church member and a citizen. The term
"status set" was coined by Robert K. Merton in 1957. He made a
clear distinction between a "role set" and a "status set"

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 Ascribed status - is the social status a person is assigned at birth
or assumed involuntarily later in life. It is a position that is neither
earned nor chosen but assigned
 Achieved status - is a concept developed by the anthropologist
(Ralph Linton 1893-1953) denoting a social position that a person
can acquire on the basis of merit; it is a position that is earned or
chosen. It is the opposite of Ascribed status. It reflects personal
skills, abilities, and efforts. Examples of achieved status are being
an Olympic athlete, being a criminal, or being a college professor.
 Master status - In sociology, the master status is the social
position that is the primary identifying characteristic of an
individual. The term master status is defined as "a status that has
exceptional importance for social identity, often shaping a person's
entire life.

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Difference between Roles and Status:

 Most people associate status with the prestige of a person’s lifestyle,

education, or vocation. According to sociologists, Status describes the
position a person occupies in a particular setting. We all occupy several
statuses and play the roles that may be associated with them. A Role
is the set of norms, values, behaviors, and personality characteristics
attached to a status. An individual may occupy the statuses of student,
employee, and club president and play one or more roles with each one.

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 GLOSSARY

Enculturation - the process by which people learn the dynamics of their surrounding
culture and acquire values and norms appropriate or necessary in that culture and
worldviews.

Folkways - sometimes known as “conventions” or “customs,” are standards of behavior

that are socially approved but not morally significant.

Identity Formation - also known as individuation, is the development of the distinct

personality of an individual, regarded as a persisting entity (known as personal
continuity) in a particular stage of life in which individual characteristics are possessed
and by which a person is recognized or known (such as the establishment of a reputation).

Mores - are norms of morality, they distinguish the difference between right and wrong,
widely observed, and considered to have greater moral significance than others.

Norms - established standards of behavior maintained by a society that guides the

behavior of its members.

Roles - A role is a set of expectations for people who occupy a given social positions or
status.

Socialization - the process through which a person, from birth through death, is taught
the norms, customs, values, and roles of the society in which they live.

Society - a community, nation, or broad grouping of people having common traditions,

institutions, and collective activities and interests.

Status - A social position as something filled by an individual member of a social system.

Taboo - meaning a culture absolutely forbids them, like incest, cannibalism and child
molestation.

Values - Cultural standards that people use to decide what’s good or bad, what’s right or
wrong. They serve as the ideals and guidelines that we live by.

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 BIBLIOGRAPHY
Book/s
Barlan, J. M., Cuadra, J. F., Saluba, D. J., Damilig, A. D., & Carlos, A. F. (2016).
Understanding Culture, Society and Politics for Senior High School. Malabon City: Mutya
Publishing House.
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