Their focus on fashion and popular music largely shaped the popular girls lives and friendships with one another, as well as their relationships with other peers inside and outside of the school. Developmental socialization This type of socialization involves a learning process wherein the focus in on developing our social skills. Other research has found that individuals belonging to the popular and jock crowds were more likely to engage in relational aggression (discussed below), while those in high-risk peer groups (the deviants) were more prone to greater physical and relational aggression in the future (Pokhrel et al. Being the member of a peer group that engages in deviant or rebellious behaviour, for example, may increase the bond of students within those groups but also serve to reinforce related attitudes and behaviours that result in poor school performance. These goals (e.g., learning to share, participating in lessons, working in groups), when embraced, also serve to integrate the child into social groups at school. They also found significant differences by province: students from Saskatchewan were much more likely to have university options than those in British Columbia, Alberta, or Ontario. The rationale behind introducing school uniforms was that standardizing wardrobes would make it impossible for students to wear clothes reflecting gang affiliation and the presence of intruders within schools would be easier to identify as they would stand out in a sea of uniforms. Single-sex schools have also been suggested as a solution to the boy problem. Greig (2003) argues that proponents of such arguments are engaged in a discussion that assumes that boys are in need of gender repair (Lingard and Douglas 1999). The failure of children to be socially accepted by their peers. Raby (2005) suggests that students in such environments are not learning how to be active participatory citizens in a democracy, but instead learning how to cope with rules that have been imposed upon them. As noted by Sweet et al. Prior to attending school, childrens main source of socialization comes from their families. This curriculum is intended as preparation for calculus at the university level.. The home schooled also tended to attach a great deal more importance to religious beliefs than the comparable population. Gender Socialization. What were the characteristics of unpopular students. She notes that personal style is very much at the heart of social identities and how a girl presents her body is akin to her social skin. While Pomerantz was collecting her data between 2002 and 2003, there were two particular uniforms for girls at East Side Highthe Britney look and the JLo look, named after pop music icons Britney Spears and Jennifer Lopez, respectively. The inner ring is characterized by explicit moral instruction. Many critics of home schooling have argued that because school is such an important basis for socialization, this can only mean that children who are home schooled are going to be missing out on some very key aspects of socialization. Sociology of Education in Canada by Dr. Karen L. Robson is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License, except where otherwise noted. Box 6.2 What Do Academic and Applied Streams Look Like? In February of 2011, news broke that a six-year-old boy in Laval, Quebec, had been excluded from a school teddy bear contest because he had a plastic sandwich bag in his lunch, which violated the school rules on environmentally friendly lunch containers.5 Many environmental initiatives have been adopted by schools across Canada. (2007) found that across numerous studies from the English-speaking world, peer groups generally fell into five very broad categories: elites, athletes, deviants, academics, and others. The expected behaviours at school are much different from within the family, and the structural features of day-to-day life at school are in stark contrast to what was experienced in the family home. Jussim and Harber (2005) found that the expectations that teachers have about their students influenced how they behaved toward them. Major agents of socialization include the family and school, but also the media, peer groups, and other major social institutions such as religion and the legal system. As noted by the authors of these studies, such findings also suggest that zero tolerance policies that result in the suspension of problem students may be doing additional damage as they serve to severely weaken the bond that a child has with his or her school (Sprott, Jenkins, and Doob 2005). Identify how the role of the family differs from the role of the school in the socialization process. Apple (2000) argues that home schoolers not only remove children from school, but also have gone so far as to isolate themselves into separate factions. Tom Lee. The Manitoba Ministry of Education describes Consumer Mathematics in the following way: The Consumer Mathematics curriculum emphasizes number sense, consumer problem solving, and decision making. As Krahn and Taylor (2007) argue, students from disadvantaged backgrounds may have the ability to succeed in advanced academic courses, but an assortment of other factors may be reducing their likelihood of taking these courses. A dimension of socialization including the self-regulations of the body required of students to fit into the school environment, such as raising a hand or sitting still. Dunstable School in Alberta, for example, has instituted policies that promote socially desirable behaviour. While gender roles are learned in primary socialization in the family, they can become further enforced or challenged in the school environment (Leaper and Friedman 2007). As more schools are trying to instill healthy eating habits and becoming more environmentally conscious, many have adopted rules that prohibit the bringing of certain products to school. 10. Other research using the same Canadian data sources has also found that a strong school bond, or commitment to ones school and education, is associated with protecting children from the influence of delinquent peers and reducing early aggression in young students (Sprott, Jenkins, and Doob 2005). Both male and female skaters also widely rejected the values associated with the popular crowd. There are, however, a significant number of children, not only in Canada but in the United States and beyond, that do not attend school in the way that has been described here. More participatory models of school rule enforcement and creation do exist, however, such as in alternative schools (see Box 6.4). The second dimension of socialization is moral conformity, which refers to the process of a student internalizing the preferred understanding of what is right and wrong. As noted by Raby (2005), the language of school codes of conduct suggests that young people are seen to be incomplete, at risk, and in need of guidance, a position that legitimizes school rules and their enforcement (p. 73). Other perceived benefits of school uniforms, such as improved student achievement, improved self-esteem (particularly if less well-off students cannot afford the latest fashions), and the overall improvement of the learning environment (Pate 2006), have also been touted as rationales for implementation. While these groupings are very broad, they do point to the consistency of general groups over time and across English-speaking countries. Infamous acts of school violence, such as the events at Columbine High School in 1999, led to increased concern about violence in schools, which resulted in the emergence of zero tolerance policies around school codes of conduct. the expected responsibilities, rights, and behaviours of teachers, school staff, and parents (in addition to students) and are worded in a manner that emphasizes co-operation and tolerance rather than solely focusing on punishments for rule infractions; recourses for students who wish to appeal rules (Lewis 1999; Raby 2008; Schimmel 2003). And the grand outcome of socialization is also theorized to be the result of how all the systems interact with one another. Students also learn their gender at school. Children who withdraw from peer interactions also limit their ability to fit into their peer group (Coie and Kupersmidt 1983; Dodge 1983). What problems are being identified? Social control: Social institutions help to maintain stability and order within society. In April of 2007, zero tolerance policies were removed from Ontario schools.6. If students believe that their teacher has lower expectations of them, this can result in a self-fulfilling prophecy of low achievement. In early 2011, eight female students at a Catholic high school in Windsor, Ontario were suspended for one day and faced not being able to go to their prom because they wore yellow and blue duct tape tops to a school hockey game in December. Children who have negative relationships with teachers are also more likely to view school as an unpleasant place and be at a disadvantage in terms of learning. Students who wish to attend university need to take a certain set of academic courses, for example. Racialized students and those who have had previous conduct problems within schools are much more likely to drop out of school. As noted by Wentzel and Looney (2006), there are several different social realities to which a child must adapt: In addition to learning different behaviours that are appropriate for school, there are also structural features of school to which children must adapt. A major objective of socialization in the school setting is to make a child socially competent. You can help your child work on Streaming, as a way of dividing students into ability groupings, was described as creating internalized roles for students which may force them into social categories that are difficult to move out of. Relationships with teachers are also central in the process of socialization. Standardized tests (discussed in Chapter 5) often exert considerable influence in allocating children into specific streams. A possible reason for this is that teachers may talk in staff meetings about students whom they perceive as problematic, which may influence future teachers interactions with those students. A major emphasis in the curriculum is learning practical life skills and how to develop trust for persons in authority. The term became associated with school disciplinary procedures in 1994 when the Gun-Free Schools Act was passed in the United States, which required that students who possessed a firearm at school be expelled for no less than one year (Cerrone 1999). Researchers have suggested that codes of conduct may be more positively received when they are worded in a manner that includes. When peer group relationships are positive, it is reasonable to assume that the school environment is a supportive and potentially enjoyable one. Alberta Education explains that this. One resigned and the other did not have his contract renewed.2. There is one teacher for a large group of children and the relationship with the teacher is less personal than a childparent relationship. Child victims also report having recurring memories of the abuse (Sharp 1995) and being afraid to seek help (Slee 1994; Smith and Myron- Wilson 1998). WebFor example, a child whose parents value hard work may see a friends father sitting around watching television all day and begin to question the importance of work. This also has the effect of creating resentment and rule breaking among students, especially when they see the rules as pointless and arbitrary. In 2004, the Ontario Human Rights Commission provided evidence that since the adoption of the Safe Schools Act, a disproportionate number of students with various disabilities had been suspended or expelled (Bhattacharje 2003). Internationally, girls have also been achieving higher standardized reading scores than males since the 1990s (see Box 6.5 for discussion). For example, in 2007 British Columbia passed a law require all schools to have codes of conduct and a zero tolerance policy toward bullying. The previous chapter discussed curriculum and how the content of schooling is closely associated with the social construction of what various groups (teachers, school administrators, parents) think children should be taught. Recognizing that such negative peer interactions can have a profound impact on childhood socialization and later-life well-being (Canadian Council on Learning 2008), many schools have adopted strict anti-bullying policies that are incorporated into their school rules. The sense of belonging to a school community; can influence behavioural outcomes in students. Adults who were homeschool as kids are civically engaged and well adjusted. So far, it has been argued that children must adapt to features of school that are much different from their family environments. Peer rejection refers to the failure of children to be socially accepted by their peers. Not only does a childs behaviour have to be modified from a set of learned family-appropriate behaviours, but the setting itself has many new structural features to which a child must become accustomed. Because each province in Canada handles its own curriculum, how streaming occurs in school varies greatly by jurisdiction. Use Google to find home schooling advocacy groups in Canada. Peer-rejected children, however, are not only aggressive children. Smaller groups of friends exist within the school setting, and these peer groups often have names that suggest the lifestyle characteristics of the members (Sussman et al. Check provincial ministry of education websites for curriculum requirements and identify the differences between streams. Examine how official documents discuss the objectives of the different groups of courses. Favourable school climates are characterized by non-arbitrary rule enforcement, rewarding of appropriate behaviour, and positive interactions between students and teachers (Reinke and Herman 2002). Socialization: Social institutions provide the structure within which individuals learn the norms and values of society. The exceptions, of course, are private schools and many Catholic schools, where uniforms are traditional. The second part discusses gender socialization with a close look and discussion on feminist theory. As well, previous research has shown that, like bully victims, rejected children report being lonely (Asher, Hymel, and Renshaw 1984) and are more likely to be depressed (Vosk, Forehand, Parker, and Rickard 1982) than integrated peers. During the process of cultural conformity, children learn about accepted perspectives and styles of expression. Figure 6.3 summarizes the major forces of socialization within schools that were discussed. They suggest, interestingly, that drinking and sexual behaviours of young people can be perceived as festive social interactions and [a source of] popularity among teens and emerging adults, as well as representing a problem behaviour (Sussman et al. How are schools teaching morality? The students of the school are typically those who have had little success at other high schools and are considered at risk. The school has only three major rules: (1) attendance is mandatory, (2) outreach work is mandatory, and (3) mind-altering substances are prohibited. WebSchools and Socialization into Social Class. Instead of occurring in the public sphere, girls resistance was contained to private spaces to avoid the risk of being criticized. Religion. There is also the risk that she may develop a reputation. An inherent message in these codes of dress is that girls covering up keeps male students focused and protects girls personal safety. These 1400 hours in the school setting per year do not include extracurricular activities and school preparatory work, like homework. School helps your child learn skills to relate to different personality types. How will they learn to work in groups and socialize with other students in a learning environment and form co-operative relationships with their peers? Characteristics of the school, teachers, and the peer group all influence the socialization of children within school settings. However, as Greig (2003) points out, this approach assumes that all boys like a particular type of book and that there is a standardized masculine identity that should be cultivated. 2003. http://www.education.alberta.ca/media/645805/srhelapofs.pdf pp. Describe how they all impact on student socialization. The first zone is called the core. In a study of 226 Canadian adults who had been home schooled as children, Van Pelt, Allison, and Allison (2009) explored how these individuals compared to a more general population of adult Canadians. One reaction has been an outcry that educational standards are failing boys. Peer groups can also be thought of as a form of social capital (see Chapter 2). If your child is stressed by harmful actions of a school bully or experiences frequent conflicts, his socialization experience can deteriorate quickly. Indeed, this is a problem facing a great deal of Aboriginal youth in Canada. Sweet et al. Creating and enforcing codes of conduct can therefore be viewed as a form of socialization whose objective it is to create the desirable student. Below are the topics covered by both streams at grades 10, 11, & 12. The Britney look consisted of tight jeans and midriff-baring tops, while the JLo look was characterized by figure-hugging velour track suits. The Safe Schools Act changed the policy to one of mandatory suspensions and expulsions and police involvement for particular rule infractions, provided that mitigating factors were taken into account. Moral education is a subject taught at all cycles of school in Quebec. The influence of social capital, however, does not always work in a manner than enhances academic achievement and prosocial behaviours. The disadvantages experienced by Aboriginal children in Canadian schools may be at least partially driven by the self-fulfilling prophecy. Sex-typing of childrens play (e.g., specific activities for boys and others for girls) can also contribute to reinforcing gender differences in behaviour and the understanding that children have about the appropriate roles for males and females. Raby (2006) identifies several ways that youth express resistance to what they perceive as dominant forces of socialization. In Chapter 2, Meads theory of development of the self was discussed. They found that popular girls held the most power and displayed this power in their ability to police the adherence to numerous unspoken rules about other girls dress and behaviour. Elites were regarded as having high status, and members were generally successful in extracurricular activities and academics. These behaviours, however, served only to reproduce their working-class membership. 2003). The girls argued that they were honouring a school tradition by wearing duct tape clothing to the game and that their attire was modest. Critics (see Apple 2000) also object to the presentation of the public schooling system as a failure and argue that the home schooling movement, particularly the neo-conservative home schooling movement in the United States, serves to segment and divide the population, essentially creating more problems than it actually solves. Martino and Kehler (2006, 2007) have argued that such demands for male teachers to fix the problem of boys underachievement is actually a subtle ploy to re-traditionalize schools using a strategy of normalizing hegemonic masculinities (discussed in Chapter 2).
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