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BECOMING A

MEMBER OF
SOCIETY
Archelle Laran
Eden Grate
Aira Oraiz
Lovely Handog
James Gonzaga
1. Enculturation
Enculturation is the process by which people learn the
requirements of their surrounding culture and acquire values and
behaviors appropriate or necessary in that culture. As part of this
process, the influences that limit, direct, or shape the individual
(whether deliberately or not) include parents, other adults, and
peers. If successful, enculturation results in competence in the
language, values, and rituals of the culture.
Enculturation is related to socialization. In some academic fields,
socialization refers to the deliberate shaping of the individual. In
others, the word may cover both deliberate and informal
enculturation.
1. Enculturation
Conrad Phillip Kottak (in Window on Humanity) writes:
Enculturation is the process where the culture that is currently
established teaches an individual the accepted norms and values of the
culture or society where the individual lives. The individual can
become an accepted member and fulfill the needed functions and roles
of the group. Most importantly the individual knows and establishes a
context of boundaries and accepted behavior that dictates what is
acceptable and not acceptable within the framework of that society. It
teaches the individual their role within society as well as what is
accepted behavior within that society and lifestyle.
A. 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.
A. Identity Formation
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.
A. Identity Formation
James Marcia created a structural interview designed to
classify adolescents into one of four statuses of identity.
The identity statuses are used to describe and pinpoint the
progression of an adolescent's identity formation process.
In James Marcia's theory, the operational definition of
identity is whether an individual has explored various
alternatives and made firm commitments to: an occupation,
religion, sexual orientation and a set of political values.
The four identity statuses in James Marcia's theory:
Identity Diffusion (also known as Role Confusion): This is the
opposite of identity achievement. The individual has not yet
resolved their identity crisis, failing to commit to any goals or
values and establish future life direction. In adolescents, this stage
is characterized by disorganized thinking, procrastination, and
avoidance of issues and action.
Identity Foreclosure: This occurs when teenagers accept
traditional values and cultural norms, rather than determining
their own values. In other words, the person conforms to an
identity without exploration as to what really suits them best. For
instance, teenagers might follow the values and roles of their
parents or cultural norms. They might also foreclose on a negative
identity, the direct opposite of their parent's values or cultural
norms.
The four identity statuses in James Marcia's theory:

Identity Moratorium: This postpones identity


achievement by providing temporary shelter. This status
provides opportunities for exploration, either in breadth
or in depth. Examples of moratoria common in
American society include college or the military.
Identity Achievement: This status is attained when the
person has solved the identity issues by making
commitments to goals, beliefs and values after extensive
exploration of different areas.
A. Identity Formation
Self-concept
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 can not 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.
Types of identity:
Cultural identity- is 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. Cultural identity is
similar to and has overlaps with, but is not synonymous with,
identity politics.
Professional identity- is the identification with a profession,
exhibited by an aligning of roles, responsibilities, values, and
ethical standards as accepted by the profession.
Types of identity:
Ethnic and national identity
An ethnic identity is the identification with a certain ethnicity,
usually on the basis of a presumed common genealogy or
ancestry.
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 traditions, writings,
history, and mythology, as well as faith and mystic experience.
Types of identity:
Gender identity- In sociology, it 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.).
Disability identity- refers to the particular disabilities with which an
individual identifies. This may be something as obvious as a paraplegic
person identifying as such, or something less prominent such as an Deaf
person regarding themselves as part of a local, national, or global
community of Deaf People Culture.
A. Identity Formation
Discipline is the suppression of base desires, and is usually
understood to be synonymous with self-restraint and
control. Discipline is when one uses reason to determine
the best course of action regardless of one's desires, which
may be the opposite of excited. Virtuous behavior can be
described as when one's values are aligned with one's aims:
to do what one knows is best and to do it gladly.
B. NORMS AND VALUES
NORMS
Norms are standards of group behavior: An essential
characteristic of group life is that it is possessed of a set of
values which regulate the behavior of individual members.
As we have seen already, groups do not drop out of the blue
with stabilized relationships among members. Groups are the
products of interaction among individuals.
B. NORMS AND VALUES
VALUES
In sociology our concern is with social values. Social values
are cultural standards that indicate the general good deemed
desirable for organized social life. These are assumptions o
what is right and important for society. They provide the
ultimate meaning and legitimacy for social arrangements and
social behavior.
C. Status and Roles

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.
C. Status and Roles
Societys Definition of Roles
Societies decide what is considered appropriate role behavior
for different statuses. For example, every society has the
mother status. However, some societies consider it
inappropriate for a mother to assume the role of authority in
the family. Other societies ascribe lots of power to the status
of mother. In some societies, students are expected to be
completely obedient to teachers. In American society, the
student role involves asking the teacher questions and even
challenging the teachers statements.
C. Status and Roles

Role Conflict
Role conflict results from the competing demands of two
or more roles that vie for our time and energy. The more
statuses we have, and the more roles we take on, the
more likely we are to experience role conflict.
C. Status and Roles
Role Conflict
A member of a nonindustrialized society generally has just a few
statuses, such as spouse, parent, and villager. A typical middle-class
American woman, meanwhile, probably has many statuses, and
therefore many roles. She may be a mother, wife, neighbor,
member of the PTA, employee, boss, town council president, and
part-time student. Because people in modernized societies have so
many roles, they are more likely than people in nonindustrialized
societies to experience role conflict.
2. Conformity and deviance
Conformity
It is opposite to social deviance which implies obedience to the
norms that make a person acceptable in a particular society, group,
or social setting. The concept of conformity was also used by
Robert Merton (1957) to refer to acceptance of cultural goals and
the legitimate or approved means of achieving them. In his scheme
of adaptations to the goals and means, only conformity to both
indicates non-deviance.
2. Conformity and deviance
Deviance is a behavior that violates the standards of
conduct or expectations or social norms of a group or
society. Alcoholics, gamblers, sex deviants, drug addicts or
late comers in the class are all classified as deviants or
deviant acts.
Deviance involves the violation of group norms. It is a very
comprehensive concept that includes not only criminal
behavior but also many actions not subject to prosecution.
Standards of deviance vary from group to group and also
vary over time.
A. Social Control
In very simple terms, the system or the organization by which
the social relations or behavior is controlled is called social
control.
Sociologists are generally interested in social controls (second
meaning of control) rather than in the act of controlling. Not all
control in human society is social; it is physical in so far as the
relation between persons is purely external.
It is social to the extent that it involves communication.
Social control is a concept within the disciplines of the social
sciences.
A. Social Control
Sociologists identify two basic forms of social control:
Informal means of control Internalization of norms and values
by a process known as socialization, which is defined as "the
process by which an individual, born with behavioral potentialities
of enormously wide range, is led to develop actual behavior which
is confined to the narrower range of what is acceptable for him by
the group standards."
Formal means of social control External sanctions enforced by
government to prevent the establishment of chaos or anomie in
society. Some theorists, such as mile Durkheim, refer to this form
of control as regulation.
A. Social Control
Social values
The social values present in individuals are products of
informal social control, exercised implicitly by a society through
particular customs, norms, and mores. Individuals internalize
the values of their society, whether conscious or not of the
indoctrination. Traditional society relies mostly on informal
social control embedded in its customary culture to socialize its
members.
A. Social Control
Sanctions
Informal sanctions may include shame, ridicule, sarcasm,
criticism, and disapproval, which can cause an individual to
stray towards the social norms of the society. In extreme cases
sanctions may include social discrimination and exclusion.
Informal sanctions check 'deviant' behavior. An example of a
negative sanction comes from a scene in the Pink Floyd film
The Wall, whereby the young protagonist is ridiculed and
verbally abused by a high school teacher for writing poetry in
a mathematics class.
A. Social Control
Reward and punishment
Informal controls reward or punish acceptable or unacceptable
behavior (i.e., deviance) and are varied from individual to
individual, group to group, and society to society. For
example, at a Women's Institute meeting, a disapproving look
might convey the message that it is inappropriate to flirt with
the minister. In a criminal gang, on the other hand, a stronger
sanction applies in the case of someone threatening to inform
to the police of illegal activity.
B. FORMS OF DEVIANCE
In sociology, deviance describes an action or behavior that
violates social norms, including a formally enacted rule (e.g.,
crime), as well as informal violations of social norms (e.g.,
rejecting folkways and mores).
B. FORMS OF DEVIANCE
Deviant behaviors, or deviant acts in society refer
to behavior that violate social norms and expectations.
Deviance can be something as small as dressing in gothic
clothing, or something as serious as burning someone's
house down. Each society has formal laws and rules, and
informal social norms in place that aim to deter people
from committing deviant acts.
B. FORMS OF DEVIANCE

Deviance can be relative to place and time because


what is considered deviant in one social context may be
non-deviant in another (e.g., fighting during a hockey
game vs. fighting in a nursing home). Killing another
human is considered wrong, except when governments
permit it during warfare or for self defense.
B. FORMS OF DEVIANCE
Deviant acts are classified into two categories, namely
formal and informal. Formal deviance relates to
criminal acts as dictated by the law, while informal
deviance is dictated by social norms.
B. FORMS OF DEVIANCE

Robert K. Merton discussed deviance in terms of


goals and means as part of his strain/anomie
theory. Where Durkheim states that anomie is the
confounding of social norms, Merton goes
further and states that anomie is the state in
which social goals and the legitimate means to
achieve them do not correspond.
B. FORMS OF DEVIANCE

Specifically, he viewed collective action as motivated


by strain, stress, or frustration in a body of individuals
that arises from a disconnection between the society's
goals and the popularly used means to achieve those
goals.
B. FORMS OF DEVIANCE
Ritualism refers to the inability to reach a cultural goal thus
embracing the rules to the point where the people in question
lose sight of their larger goals. Ritualists reject society's goals,
but accept society's institutionalized means. Ritualists are
most commonly found in dead-end, repetitive jobs, where they
are unable to achieve society's goals but still adhere to
society's means of achievement and social norms.
B. FORMS OF DEVIANCE

Retreatism is the rejection of both cultural


goals and means, letting the person in question
"drop out". Retreatists reject the society's goals
and the legitimate means to achieve them.
Merton sees them as true deviants, as they
commit acts of deviance to achieve things that
do not always go along with society's values.
B. FORMS OF DEVIANCE
Rebellion is somewhat similar to retreatism, because the
people in question also reject both the cultural goals and
means, but they go one step further to a "counterculture"
that supports other social orders that already exist (rule
breaking). Rebels reject society's goals and legitimate
means to achieve them, and instead creates new goals and
means to replace those of society, creating not only new
goals to achieve but also new ways to achieve these goals
that other rebels will find acceptable.
B. FORMS OF DEVIANCE
Innovation is a response due to the strain generated by our
culture's emphasis on wealth and the lack of opportunities to get
rich, which causes people to be "innovators" by engaging in
stealing and selling drugs. Innovators accept society's goals, but
reject socially acceptable means of achieving them. (e.g.:
monetary success is gained through crime). Merton claims that
innovators are mostly those who have been socialized with
similar world views to conformists, but who have been denied
the opportunities they need to be able to legitimately achieve
society's goals
END

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