Assignment 2: Socialization Paper Using At Least Three Agent ✓ Solved

Assignment 2 Socialization Paperusing At Least Three Agents Of Soci

Using at least three agents of socialization (e.g., family, friends, school) that apply, describe how each agent socialized you to become the person that you are today. Trace your personal socialization from birth to the present moment. Be sure to include all of the following twenty-five terms: ascribed status, achieved status, role expectations, stage, role strain, role conflict, agents of socialization, norms, folkways, mores, values, social control, sanctions, subculture, cultural capital, ethnocentrism, cultural relativism, sensorimotor stage, preoperational stage, concrete operational stage, formal operational stage, generalized other, social class, gender, ethnicity, deviance.

Structure and instructions for the paper: You must use an essay format. You must utilize a minimum of three agents of socialization (for example, family, friends, and school), and examine your life by fully discussing the impact of each agent of socialization on the development of who you are today. You must include all of the above twenty-five terms. Note: You must utilize each term in a manner that clearly articulates to the reader an understanding of the concept. You must use the key terms in a clear and logical manner that fits into your overall essay. You must highlight or underline the above 25 terms in your paper at least once.

You must submit a typed paper within four (full pages) to eight pages, double-spaced, 12-point font. Submit the assignment through Canvas by 11:59 P.M. on May 13, 2020. Please refer to the late assignment policy on the syllabus.

Sample Paper For Above instruction

Introduction

Socialization is the process through which individuals learn and internalize the norms, values, behaviors, and roles necessary to participate effectively within their society. From birth, various agents—such as family, peers, and educational institutions—play pivotal roles in shaping one’s identity, social skills, and understanding of social expectations. Reflecting upon my own socialization journey, I will examine how these agents have contributed to my development, integrating key sociological concepts and terms to illustrate this lifelong process.

Family as an Agent of Socialization

My family was my primary agent of socialization, instilling foundational norms, values, and roles during my early childhood. As an ascribed status, I was born into a middle-class social class, which influenced my opportunities and perceptions of achieved status. My parents’ expectations shaped my role expectations as a responsible child, fostering an understanding of folkways—such as polite manners—and mores—like honesty and respect. These norms were reinforced through social control mechanisms, including sanctions for misbehavior and positive reinforcement for conformity.

Family also contributed to my understanding of values such as hard work and education, which aligned with the broader subculture of my community. For instance, my parents emphasized cultural capital by encouraging educational attainment, which would influence my achieved status later in life. They transmitted an ethnocentric view, believing their cultural practices were superior to others, but also fostered an awareness of cultural relativism through exposure to diverse perspectives.

Throughout childhood, my family’s expectations often created role strain when I struggled to meet academic and behavioral standards, and role conflict when cultural expectations clashed with peer influences. These experiences highlighted the complexity of social roles and the importance of the generalized other—the societal perspective on behavior that I internalized over time.

Peers and Friends as Socializing Agents

As I transitioned into adolescence, peers and friends became increasingly influential, contributing significantly to my social development. Peer interactions exposed me to norms that sometimes diverged from my family’s expectations, illustrating role conflict when different groups held conflicting values. Within peer groups, I encountered folkways such as fashion trends and mores related to behaviors deemed acceptable or unacceptable.

Friendships also played a role in understanding deviance—behaviors that violate societal norms—and the associated sanctions. For example, deviant acts like minor rule-breaking were met with social disapproval, reinforcing conformity. Conversely, adherence to peer norms provided a sense of belonging and helped me develop an understanding of role expectations for social acceptance.

School as a Formal Agent of Socialization

My educational experiences further shaped my worldview through the transmission of formal knowledge and social norms. During my schooling, I advanced through Piaget’s cognitive stages: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. These stages reflect my cognitive development, enabling complex reasoning and abstract thinking essential for understanding role expectations and social roles.

School environments also serve as a latent agent of socialization, imparting lessons on social control through rules, regulations, and the enforcement of sanctions. The adherence to norms within school fosters role expectations and helps develop a sense of social identity. Furthermore, my interactions with teachers and peers broadened my understanding of ethnicity and gender roles, influencing my perception of deviance and conformity.

Conclusion

In conclusion, the socialization process is multifaceted, involving various agents that contribute distinctly to individual development. My family laid the foundational norms and values, shaping my initial aspects of self. Peers facilitated my understanding of role conflict and social group dynamics, while school expanded my cognitive abilities and awareness of societal structures. Throughout this journey, I have internalized sociological concepts such as norms, roles, social class, and deviance, which continue to influence my behavior and identity today.

References

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• Giddens, A. (2013). Sociology (7th ed.). Polity Press.
• Mead, G. H. (1934). Mind, self, and society. University of Chicago Press.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Reese, L. A. (2014). Socialization and social learning. In K. D. Korgen & L. C. Wussow (Eds.), Sociology: A brief introduction (pp. 231-245). Pearson.
• Scheff, T. J. (2014). Microsociology: Discourse, emotion, and social structure. University of Chicago Press.
• Sigelman, C. K., & Rider, E. A. (2018). Life-span human development (8th ed.). Cengage Learning.
• Smelser, N. J. (2001). Social change in the modern era. Prentice Hall.
• Stryker, S. (2014). Symbolic interaction & social structure: Examining the constitution of the social.
• Woolfolk, A. (2016). Educational psychology (13th ed.). Pearson.