The Process of Socialisation (WJEC Eduqas GCSE Sociology): Revision Note

Socialisation

• Socialisation is the process by which people learn the culture, norms, and values of their society

• It is through socialisation that individuals learn how to behave, what is expected of them, and how to fit into society

• Socialisation is carried out by the agencies of socialisation — the main institutions that pass on the norms and values of society

• These include the family, peer group, education system, media, religion, and the workplace

• There are two main types of socialisation:

  • Primary socialisation

  • Secondary socialisation

Primary socialisation

• Primary socialisation is the first stage of learning and begins in early childhood

• It takes place mainly within the family, as parents and carers teach children the basic skills, language, and behaviour they need to function in society

• Without this early learning, children would not be able to communicate or fit into their culture

How families socialise children

• Instruction and demonstration – Parents teach and show children how to behave

  • E.g., saying 'please' and 'thank you'

• Imitation – Children copy the behaviour of those around them

  • Parents act as role models, and children learn through observation

• Sanctions – Parents use positive and negative sanctions to encourage or discourage behaviour

  • E.g., praising a child for tidying up (positive sanction) or using a consequence for misbehaviour (negative sanction)

• Primary socialisation also includes early contact with other children, carers, and the media, which helps children learn about wider society

Secondary socialisation

• Secondary socialisation takes place after early childhood and continues throughout teenage years and adulthood

• It involves learning how to behave in different social settings outside the family.

• The main agencies of secondary socialisation are the peer group, the education system, the media, religion, and the workplace

The education system

• Schools teach both the formal curriculum (subjects like English, Maths, and Science) and the hidden curriculum — the unwritten norms and values of school life

• The hidden curriculum includes learning:

  • to follow rules and respect authority

  • to work in groups and meet deadlines

  • punctuality, dress codes, and respect for others

• Schools also use sanctions to shape behaviour, such as detentions or rewards like certificates and praise

The peer group

• A peer group is made up of people of a similar age or status

• Peers are a powerful influence, especially in adolescence, when young people want to fit in

• Peer groups teach conformity through:

  • peer pressure – members are encouraged to follow group norms and values

    • E.g., clothing styles, interests, attitudes

  • informal sanctions – those who don’t conform might be ignored or left out, while those who fit in are rewarded with acceptance or invitations to events

The mass media

• The media (TV, internet, films, social media, newspapers, advertising) plays a major role in socialising individuals

• It spreads cultural messages and influences people’s views, values, and behaviour

• The media can:

  • present role models that people imitate (e.g. celebrities or influencers)

  • reinforce gender roles and stereotypes

  • shape political and moral attitudes through what is shown or reported

• However, it can also transmit negative messages, such as violence or unrealistic body standards, which may influence impressionable viewers

Religion

• Religion teaches people beliefs, values, and moral codes about how to live

• Each religion has its own rules and expectations for behaviour (e.g., honesty, compassion, modesty)

• Religion uses sanctions to encourage conformity

  • Positive sanctions – spiritual rewards or a sense of belonging

  • Negative sanctions – disapproval or exclusion from the group

• The influence of religion varies between societies and has declined in some due to secularisation (a decline in religious belief and practice)

The workplace

• The workplace socialises individuals into professional norms and values

• New employees learn the rules of the job through induction and by observing colleagues

• Workers are expected to follow norms around punctuality, dress, teamwork, and communication

• Both positive and negative sanctions are used

  • Positive – praise, promotions, or 'employee of the month' awards

  • Negative – warnings or dismissal for breaking rules

The lifelong process of socialisation

• Socialisation is ongoing throughout life — people continue to learn and adapt as they encounter new roles and environments

  • E.g., starting university, getting a job, or becoming a parent all involve new forms of learning

• Through the continuous process of socialisation, individuals develop their identity and learn how to participate in society

Feral children

• A feral child (or wild child) is a human who has grown up with little or no human contact

• They may have been isolated, severely neglected, or even raised by animals

• Because they have missed out on the normal process of socialisation, feral children often cannot

  • speak or understand a language

  • walk upright

  • use a toilet

  • interact appropriately with others

• Their behaviour shows how vital nurture and social learning are in shaping human behaviour

Lack of socialisation

• Feral children provide strong evidence for the nurture side of the nature vs nurture debate.

• Their cases show that human behaviour must be learned, not simply inherited through genetics

• Without socialisation, children cannot

  • develop communication skills

  • understand social rules and expectations

  • form a sense of identity or belonging

• Many imitate the behaviour of the animals they live with, such as

  • walking on all fours

  • barking or growling

  • sleeping on the ground

• These children often see themselves as part of the animal group rather than human group

Famous cases

• Amala and Kamala (India, 1920s)

  • Raised by wolves and later rescued

  • The story is now thought to have been a hoax, but it drew attention to the effects of isolation on child development

• Oxana Malaya (Ukraine, 1990s)

  • Lived with dogs from ages 3 to 8 after being neglected by her parents

  • She copied dog behaviour — running on all fours, barking, and sleeping on the floor

  • Oxana later learned some human skills, but was described as intellectually damaged due to a lack of early socialisation

• Genie (USA, 1970s)

  • Locked in a room by her father for 13 years and kept in isolation

  • When found, she could not speak, walk properly, or communicate

  • Scientists tried to help her learn language and social skills

  • Genie made some progress but never fully recovered, showing how important early socialisation is

What sociologists have learned

• Feral children show that socialisation is essential for developing human behaviour

• Nature alone cannot explain complex human skills such as speech, empathy, and cooperation

• These cases support the nurture argument:

  • Behaviour and identity are learned through social interaction

• Feral children who miss early social experiences often struggle to recover fully, even with support

• The cases above also raise ethical issues about neglect, safeguarding, and how researchers study such children