Socialisation, Class & Ethnic Identity (WJEC Eduqas GCSE Sociology): Revision Note

Socialisation, class and ethnic identity

• 'Identity' refers to how we see ourselves and how others see us

• While gender is one aspect of identity, other key influences include

  • social class

  • ethnicity

  • nationality

• Sociologists argue that, like gender, these aspects of identity are socially constructed — they are learned through socialisation rather than inherited

• The main agents of socialisation — the family, schools, peer groups, and the media — all play a part in shaping a person’s class, ethnic, and national identity

• These agents can either reinforce inequalities (through labelling and stereotyping) or promote inclusion and respect for diversity

The role of families

• Families influence children’s identities through the way they are socialised

• They pass on cultural values, attitudes, and traditions, helping children learn what it means to belong to a particular class or ethnic group

• Some sociologists argue that:

  • middle-class parents are more likely to pass on values such as achievement, ambition, and self-discipline, which help their children succeed in education and work

  • working-class parents may emphasise values such as loyalty, toughness, and respect, which can be more useful in manual or routine occupations

• Families also transmit ethnic identity through everyday practices such as

  • the language spoken at home

  • traditional foods and clothing

  • participation in religious festivals and ceremonies

  • attendance at supplementary schools (e.g., to learn a language or religion)

• Families may also encourage a sense of national identity — for example, by supporting Team GB in the Olympics or celebrating events such as the King’s Coronation or St George’s Day

The role of schools

• Schools help shape class, ethnic, and national identities through what is taught and how pupils are treated

• Sociologists argue that teachers’ expectations can reinforce class identity

  • Middle-class pupils are often assumed to be more intelligent or capable and may receive more attention

  • Working-class pupils may be labelled as less able and placed in lower sets, which can lower self-esteem and achievement

• Schools may also influence ethnic identity in several ways:

  • The curriculum may reflect mainly white, British culture, leading minority ethnic pupils to feel excluded or undervalued

  • Some schools might unintentionally reproduce racism or ethnocentrism (seeing one culture as superior)

  • On the other hand, schools can celebrate diversity through cultural festivals, language classes, and anti-racism policies

• Schools also help develop national identity through

  • teaching British history, values, and traditions

  • celebrating national events

  • encouraging pride in the country and learning about citizenship

The role of the media

• The media can shape both class and ethnic identities by influencing how different groups are represented

• Working-class people may be shown in a negative light, for example, as 'lazy' or 'scroungers', especially in news coverage about unemployment or benefits

• Youth subcultures like mods, punks, or 'chavs' have also been portrayed negatively, reinforcing stereotypes about class

• The media can also reinforce ethnic stereotypes

  • Some ethnic groups may be shown as 'problems' or linked with crime or immigration debates

    • E.g., news stories have sometimes portrayed Muslim or Eastern European communities negatively, especially around issues like unemployment or shortages in the NHS

• The media can also influence national identity by promoting ideas of 'Britishness' and unity

  • E.g., campaigns such as 'Make Britain Great Again' during the Brexit debate reflected a particular national viewpoint

The role of the peer group

• The peer group can reinforce or challenge class and ethnic identities

• People often form friendships with others from a similar class or cultural background, which strengthens shared norms and values

• Peer groups may:

  • encourage working-class pupils to reject school rules and value street culture instead

  • reinforce ethnic identity by supporting shared customs, language, or religion

  • create a sense of collective identity and belonging within a group

• Sociologists also note that peer groups can influence national identity by shaping attitudes towards other nationalities or ethnic groups

  • E.g., some peer groups might promote tolerance and diversity, while others might encourage prejudice or racism