SOCIALIZATION PROCESS

Socialization refers to the process by which the individual acquires those behaviors, beliefs,
standards and motives that are valued by his or her family and the actual group to which
they belong (mussen, and motives that are valued by his or her family and the actual group
to which an individual develops a personality structure and culture that is transmitted from
one generation to the next (Philips, B.S 1997)

The individual human being start life as a homo sapiens, a biological organism with a
capacity for developing into a human being. Socialization process transforms that capacity
into an activity where the individual learns group-defined ways of acting and feeling, and
these become part of his personality.

Socialization can also be seen as the process of building of group values into the individual
or the process through which the individual is cultured. According to Broom and Selznick
(1959), socialization is the way culture is transmitted and the individual is fitted in into an
organized way of life. Socialization begins very early and in due course, the child learns to
take part in group life and accumulate in some degree the value of his society. Socialization
is a life long process, meaning that it is not a process that end in our early years, but
continues through our life. As an adult participates in new social forms and institutions, he
learns new disciplines and develops new values. Hence, personality continues to be altered
as an individual continues to live although the timing of such alterations from one individual
to the next.

Through socialization, society teaches the child what he needs to know if he is to be

integrated into the community and what he needs to learn if he is to develop his
potentialities and find stable meaningful satisfactions. Socialization does not help the
individual to have the ability to participate in group activity, but enable him to learn take into
account others, share and cooperate with them, etc.

Socialization can take place either deliberately or unconsciously. Much of the socialization
of the child especially within the family is deliberate. Adults hold certain values explicitly,
convey them verbally to the child and support or enhance them with rewards for correct
behavior and punishment for incorrect behavior. Unconscious socialization is a product of
spontaneous human interaction and occurs without deliberate intent to train. Since the
individual is part of the environment of others, people may try to control and direct his
behavior, not in order to educate him but to ensure their own comfort and wellbeing.

1. SOCIALIZATION PROCESS

Socialization

This is the process by which the culture of a society is transmitted to children; the
modification from infancy of an individual's behaviour to conform to the demands of society
and social life. It can also be viewed as a process through which members of society are
taught and acquire the culture of their society, including knowledge, skills, beliefs and
attitudes. Socialization is the mechanism by which the total way of life of a society is
transmitted from one member of societysuch as parents or teachers to a child or pupil or
an employer to a new employee.

Functions of Socialization
According to Ezewu (1983), the socialization process assists in the tranformation of the
human raw material of society into full membership of society. Specifically socialization
helps in:

a) Giving an Individualaspirations thereby assisting in the acquisition of self-

esteem,

b) Controlling one's emotional needs. In this way, the will power of an individual is
trained to perceive things in the rightperspective.

There are two kinds of socialization: status and role socialization.

a) Status socialization
In this kind of socialization, an individual is exposed to a broad pattern of socialization
such as in a family or a community. This is designed to prepare the individual to occupy a
generalized status in life. This involves learning the ways of life of a family and the
community. It includes religious observations and initiation ceremonies (Ezewu, 1983). An
individual also learns general positions such as being a mother if one is a female or a
[Link].

b) Role Socialization
In this kind of socialization, an individual is prepared for a specific vocation or function in
society (Ezewu, 1983). One learns roles such as teaching, medicine and law. The
purpose of this socialization is to equip one with a skill and expectations that contribute
both to the development of the individual and society at large. One is socialized to accept
and internalize the part and duties one has to play insociety.

Socialization is a functional prerequisite. This is mainly because during socialization,

individuals learn the language of the culture they are born into as well as the roles expected
of them. For instance, girls learn the roles expected of them as daughters, sisters, wives
and mothers while boys learn the roles expected of boys and fathers in their community.
Socialization is important in the process of personality formation. While much of human
personality is the result of our genes, the socialization process can mould personality in

particular directions by encouraging specific beliefs and attitudes as well as selectively

providing experiences. This is very likely to account for much of the difference between the
common personality types in one society in comparison to another.

Socialization setting
For socialization to take place effectively, three major factors have to be [Link],
according to Ezewu(1983), include the following:

a) Socialisee

This is the person being socialized. It can either be anew born child, a recruit to the
army,afreshmantocollegeoranewstudent/pupilinaschooloranewemployee.

b) Socializer

This is the person doing the act of socialization. These are parents, peer groups,community,
teachers, church members andemployers.

c) Environment

Socialization cannot take place in a vacuum. It must be in a social setting such as in the
family, school etc. The socializer and socialiseeinteract with one another in an environment.

The socialization process

Socializationis the process by which persons acquire the dispositions,skills and knowledge
that make them integrated members of society. Like education, socialization is a lifelong
[Link],educationand socializationare not synonymous. Education has a
component of training in a skill that enables one to be a self-reliant person in society.
Socialization, on the other hand, can either be positive or negative depending on
theenvironment.

The socialization process is described.

a) Socialization is a learning process that begins shortly after birth and ends with
[Link] childhood is the period of most intense and crucial socialization. It is then that
one acquires language and learns the fundamentals of his culture. It is then that much of an
individual's personality is formed. Attitudes, norms and aspirations are also acquired.
However, individuals continue to be socialized throughout life. As people grow older, they
enter new statuses and need to learn the appropriate roles for them. They also encounter
experiences that teach them certain lessons and potentially lead some to alter their
expectations, beliefs and personality. For instance, the experienceof being abused is likely
to cause a woman to be distrustful of men while
anunfaithfulornaggingwifecanleadamantodistrustandhateallwomen.

b) Different communities and cultural groups use different techniques to socialize

theirchildren. These are either formal or informal. Formal socialization normally occurs in
learning institutions, specifically in classrooms. It is usually structured, controlled and
directed primarily by adult teachers who are professionals. In contrast, informal socialization
can occur anywhere, in school or at home. The aim is to integratemembers into society. It
involves imitation of what others do and say as well as experimentation and repetitive
practice of basic skills and practices. This is what happens when children role-play adult
interactions in theirgames.

c) Early socialization, also referred to as primary socialization, is mainly carried out

informally under the supervision of adults. For instance, mothers and their female relatives
are primarily responsible for socialization of girls. The same can be said of
[Link].

d) We have deliberateand un-deliberate socialization. In deliberate socialization, the

socializer knows what to pass over to the growing children. According to Kenyatta in Facing
Mt. Kenya, every stage of growth was marked by a different form of initiation. There were
people entrusted with that responsibility to ensure continuity. The item of socialization
depended on the age of the person being socialized. In un-deliberate socialization, the
initiates learn bychance.

e) Socializationisacontinuousprocessalthoughitismostintenseatchildhood

Socialization in Traditional Africa

According to Kenyatta (1938), the Gikuyutribal organization is based on three important
factors without which there can be no harmony in tribal activities. The behaviourand status
of every individual in society is determined by three governing principles. The firstis the
family group (mbari or Nyomba). This brings together all those who are related by blood;
namely a man, his wife or wives, children, grand and great grandchildren. The second is
clan (Moherega), which joins in one group severa1 mbariunits who have the same clan
name and are believed to have been descended from one family group in the remote past.
The third factor unifying the Gikuyusociety is the system of age grading (riika). The
mbariand moheregasystems help to form several groups of kingsfolkwithin the tribe acting
independently. Howeverthe system of age grading unites and strengthens the whole tribe in
all its activities. almost every year, thousands of Gikuyuboys and girls go through the
initiation or circumcision ceremony and automatically become members of one age
grade (riikarimwe) irrespective of the mbari, moheregaor district to which individuals belong.
They act as one body in all tribal matters and share a very strong bond of brotherhood and
sisterhood.

In the Gikuyusociety, behaviour towards the father's relatives is entirely different fromthat
accorded to the mother's relatives. A man's children will address his brothers (their uncle)
as `father ours', depending on how old they are in comparison to their real father. If he is an
elder brother, they call him `baba Mokoro' (elder father). A younger brother iscalled `baba
Monyinyi' (small/younger father). In turn, the uncles address the children in the same way
as their own (Kenyatta, 1936). Children look upon their mother's sister(auntie) as their real
mother. The affection and indulgence she gives to the children and the
sympatheticattitudetowardsthemisevengreaterthanthatoftheirownmother.

The relationship between grandparents and their grandchildren is great. Symbolically,

children belong to the same age group as their grandparents. The first male child is named
after his paternal grandfather; the second and after the maternal grandfather. The same
applies to female children. Grandparents have supreme authority in the family group. Thus,
while children are with them, they are given the feeling that they are with their equals. A
grandmother calls her grandson, `my husband' while granddaughter is called `my bride' by
the grandfather. This form of address is used figuratively and as a sign of endearment
(Kenyatta, 1936). Education begins at birth and ends with death(Kenyatta, 1936). The
child has to pass through various Stages of age groupings with a system ofeducation
defined for every status in life. Parent: take the responsibility of educating their children until
they reach the stage of tribal education. They aim at educating the children on the
family and clan tradition. The education of very small children is in the hands of mothers
and female relatives. This is carried o u t through lullabies in which the history and
tradition of the family and clan are embodied. By hearing these lullabies daily, the child
assimilates these teachings. When the child begins to learn how to speak, the mothertakes

care to teach him/her the correct manner of speech and to acquaint him/her with
allimportant names in the family, past and present. These are given in form of songs. If the
mother notices that the child does not like certain songs, she at once introduces others
with a different phrase and melody but embodying the same teaching. When the child is
able to speak, he/she should be able to answer certain questions such as: what is your
name? Whois your father/mother, grandfather and grandmother? These questions are often
asked inform of amusement. This way, the history and tradition of the child's family
becomes a stimulatinginfluenceinhis/herlifeandformafittingbackgroundtohis/herenvironment.

After infancy, the education of the child takes a different shape. He/ she is taught to sit and
walk properly. At this stage, parents take an almost equal responsibility and a system of co -
education is introduced in the form of games. The parents do notparticularly choose the
kind of games their children should play. The games are mainly an imitation of elders and
illustrate, in striking ways, the theory that play is anticipatory of adult life. Various roles are
also played. The girls weave baskets and grind corn; boys play the role of husbands and
behave in the same way as their fathers. The father teaches the boy various things while
the mother does likewise to thegirl.

The most drastic step in a child's education is circumcision. This admits him into full
membership of the community. The uncircumcised, kehee, has no rights of possession. He
cannot build a homestead of his own. He cannot boast and it is taboo for him to befriend a
circumcised girl. In meat feasts, he is not allowed to eat certain joints. On the other hand, a
circumcised youth is a warrior, a proper man and foil member of the tribe. He can inherit
property, put up a homestead and eat good food. But he has new responsibilities. If fie errs,
he is liable to punishment as he is now deemed mature (Kenyatta, 1936). Marriage is the
next step in educational advancement. It is a superior status and has corresponding rights
and duties. The birth of the first child allows parents to take part in religious ceremonies. It is
therefore notable that in traditional societies, elders had a major say over matters of
importance to the community. They were consulted before any major actions were taken.
Elders also played the role of instructors and made sure the youth were introduced to
legends surrounding the previous exploits of their tribe, the mysteries of their religion and
the practical aspects of hunting. Along with the process of teaching-learning, there were
varieties of formal observations in addition to daily living impressedupon the youth, such
as their role in society in which politics, economics and social re lationshipswere invariably
interwoven. The curriculum in the traditional setup wasdefined in termsof activities and
experiences that provided the youth with knowledge of craftsmanship, farming and oral
number work. Attitudes and moral behaviourtraining were the curriculum content, most of
which were selected from within the environment. ! Childrenwere taught how to use their
physical environment. The socialization given in the traditional setup was simple, straight
forward and relevant to the survivalof thecommunity as a whole and individuals in particular.
However, in present day societies, older people tend to lack authority within the family and
the wider social [Link] are hardlyconsulted.

Agents of socialization

In everyday life, the norms and standards of a societyare passed from one generation tothe
next through various channels. There are specific forces that shape socialization
experiences. In sociological terms, the specific individuals, groups and institutions that
provide the situations in which socialization can occur are referred to as agents of
socialization. There are many and varying agents of socialization, dependingonthe

purpose of a particular socialization. Some of the primary agents of socialization include

thefamily,peergroups,theschool,media,religiousorganizationsandthecommunity.

The family
The family is the most important agent of socialization' in almost every society. It is the
principal socializer of young children. It is within the family that most children learn how to
behave in socially accepted ways, to develop close emotional ties and tointernalizethe’
values and norms of society (Thomas, 1995). Experiences in the family help deter- mine the
type of person an individual becomes. Children grow up to be what they observeand
experience in the family. Experiences gained at home are reflected in schools, church and
the community at large. The family also provides security for the child inboth physical and
psychological terms. There are negative consequences brought about by harsh family
environments. But even in stable families, variations in family composition, beliefs,
behavioursand circumstances produce a society of individuals who share in the patterns of
the larger culture but who retain unique personalities and behavioural traits. In many cases,
a child will admire parents, relatives and siblings andimitate their behaviour. The
behaviour imitated is likely to be reflected in school. Families differ. For example, there are
the nuclear or monogamous families. This is the ideal or
[Link].

In the family, socialization can be both deliberate and unconscious. A father or mother
mayteach his/her children the importance of telling the truth. These are deliberate or
intended socialization activities. There are other unintended socialization activities. Manyof
these activities have great impact on children. A parent who stresses on the importance of
politeness but is not polite, or emphasizes the danger of drinking but is always drunk sends
conflicting messages to thechildren:'

According to Ezewu(1984), the family plays various functions in society. Economically, it is

a unit of both production and consumption. It also contributes tochild bearing, rearingand
[Link]-economic statuseshavebeen known to determine the child's
ascribed roles and statuses in society. The standard of living which thefancily enjoys
becomes dependent on how much money the family has and how efficiently its resources
aremanaged.

However, in modern society, the role of the family as an effective socialization agent has
faced various challenges. Most parents have abdicated their responsibilities to house helps
and teachers. Urbanization has resulted in the breakup of the traditional setup where every
tuber of the community assisted parents in bringing up children. The legislation of laws
protecting children such as the Children's Bill has made most parents very conscious of the
extent to which they can go in disciplining their children. Some children exploit this
awareness to behave as they want. Parents are also not dynamic enough to accommodate
new views, ideas and challenges. They therefore appear old fashioned and out of touch
withreality.

Peergroups
As children grow older, they are increasingly influenced by forces outside of the family. In
particular, they begin to relate more and more their peer groups. A peer group is a primary
group composed of individuals of roughly equal age and social characteristics (Thomas,
1995). A peer group is a very powerful agent of socialization particularly among the youth.
Peers tend to behave in the same way and adapt similar values, mode of thinking, dressing
and general behaviour. To win peer acceptance, one has to behave according to the
standards of peers. One's personality is therefore shaped by peer groups as one tries to
bethe kind of person the group wants him to be. Some peer groups have positive influence
while others provide negative influences. The peer group is a carrier of culture. Thus, it
teaches the child various developmental, general and social skills appropriate to his age.
The peer group helps the child to learn cooperative behaviourand self-control. It also gives
emotional; support to the child, thereby making it an agency high therapeutic value. It isalso
a very good source of information for the child (Gwarinda, 1993). The peer group is a
powerful agent of socialization as it gives members freedom of expression, equality and
information. It runs across the board from children to adults, regardless of one's socio-
economic status. In age graded cultures, members of each age group are expected to
behave in a way commensurate with theirage.

Peer groups can socialize one either positively or negatively. Socialization among peer
groups focuses on group interests and acquiring skills needed to fit into a subculture.
Because the focus within peer groups is on the subculture, group goals sometimes are at
odds with the goals of the larger society. In some cases, peer groups do not want to be told
what to do by parents and adults. They feel these people are old fashioned andnagging.
Peer groups have been associated with the perpetuation of habits such as drug abuse,
early sex, abortion, theft and violence. The peer group must be monitored, at home and in
school.

Theschool

This, coming after the family and the peer group in terms of socialization, occupies most of
a young person's life. In Kenya, the-primary school cycle lasts eight years, while the
secondary cycle takes four. Four more years are spent at the university. The school plays a
major role in socialization. It prepares the child for occupational roles later in adult life .Its
organization is very much like the larger society. That is why it is sometimes referred to as
a miniature society. Much of the socialization process is deliberate. Class activities are
planned for the deliberate purpose of teaching literary, numeracy and development of self
expression, discipline, reliance, appreciation of labourand one's cultural heritage.
Extracurricular activities like sports, clubs and drama are intended to train students for life
in the largersociety.

The school as an institution affects children's socialization and learning. The administration
of the school from the head teacher, class teacher as well as non-teaching staff influences a
child's learning. This is mainly because the school substitutes the home while teachers
substitute parents. A student's relationship with classmates and teachers has some
influence on how one behaves and performs socially and academically. The school acts as
a transmitterof values of the society's culture. Schools are miniature societies. Teachers
are supposed to inculcate into their students the societal values, norms and attitudes.
Actions that are praised are reinforced while those frowned upon by the teacher are
avoided. When a teacher assists a child to adjust to a group, the teacher is influencing the
learner in social acceptance. In schools, children gain norms, values, beliefs, expectations
and attitudes [Link]
expectations. It is also in schools that children are prepared for their occupational roles in
adult life. The school creates an environment in which pupils learn more or less
unconsciously by exposure. For example, by imitating the lifestyles of teachers, students
learn to be clean and articulate. However, some schools have had a negative influence
on socialization. Some have concentrated more on academic learning at the expense of
socialization. There are some students who are brilliant academically but are ill -mannered.
In some schools, there is an insensitive school culture characterized by stereotyping and at
times, sexual exploitation. Though schools should socialize students to respect each other
and create equality among all learners, cases have been cited of segregation against the
girl child. Schools are also means of social selection. By labeling and sorting out students
according to test scores, they differentiate learners on the basis ofaccomplishments.

Mass media
The mass media includes printed documents, radio, television, records and videos. The
media informs, educates and entertains its clients. Like the peer group, they can educate
one especially the youth either positively or negatively. A lot of information is disseminated
via radio, television, the press and the Internet. The mass media has a lot of influence on
the youth. Many ape media celebrities in dressing, appearance and actions. The music they
hear has a powerful influence on their outlook on life. The Internet has opened the youth's
scope of awareness. They are able to identify with groups outside their country and
download information on any issue under the sun. Traditionally, certain information was the
preserve of special age groups, especially sexualmatters.

The mass media has played a significant role in socializing youth into the western culture at
expense of the African culture. This has resulted in some youths misbehaving without fear.
Their role models are in the West. Through the media, youths have been exposed to
pornography, violence, sexual immorality and other socially unacceptable behaviours. For
example, some advertisements e.g. advertisements on condom use, show the most
successful musicians using condoms. These messages are likely to influence youths
negatively. Special entertain-moot for youths like discos and movies at times socialize them
into immoral activities such as drug abuse andsex.

Religious organizations
Religion is an important agent of socialization, particularly in the area of value transmission.
Religious groups have played a major role in socializing the youth. Religion provides moral
backing to the rules and laws of society. Religious organizations impart spiritual values
which are cherished and accepted by society. Religious values influence a child's moral
upbringing. Religion has been used at times to fill the gap between parents and children.
Religious leaders have acted as counselors, teachers and friends on issues that parents
are unable to address. Their purpose is to specifically impart spiritual values. Since children
attend religiousservices in groups, they learn to bond with each other, work together and
grow towards maturity and self fulfillment. Religious organizations have played an active
role in bringing about social change among the youth through counseling, leisure activities,
seminars and workshops. They have helped youths grow into well adjusted members
ofsociety.

However, the role of religious organizations as socialization agents has encountered

various challenges in modern society. First and fore-most, its effectiveness is waning
because most religious groups target children and adults while leaving out the youth. Also,
religion groups have at times been associated with rigidity, infighting, corruption, and
immorality. Many young people therefore avoid identity with religious groups. This makes
socialization between the two groupsminimal

Community
The community provides individuals with social relationships that are found within it. An
individual's whole life is related to the community. It is where the individual grows up and
therefore the community gives one an identity. One tries to conform to the norms set by his
com-munity. Children are integrated into society through exposure to the actions and
opinions of its older members. The community has an influence on roles expected by
gender. The traditional idea of the feminine and masculine roles, and what society expects
from each group, influences children's behaviour andpersonality.

The community has not played a very effective role in socialization incontemporary society
to the extent it has lost its grip on members. It can no longer be used as a social control
mechanism. There is too much individualism in the community. The communitylays more
stress on academic performance and material achievement than it does on proper
behaviour:Membersarethereforeunabletopassovercertainideastotheyouth.

Total institution
This is a unique agent of socialization. A total institution is a setting in which people are
isolated from the rest of society for a set period of time and are subject to the control of
officials of varied ranks (Thomas, 1995). Prisons, military camps, detention camps,
monasteries and psychiatric hospitals are examples of total institutions. Socialization in a
total institution differs from other settings because the former are mainly concerned with re-
socialization of their members.

Re-socialization involves a break with past experiences and the learning of new values and
norms. In most total institutions, re-socialization is directed: towards forcibly changing an
individual's personality and Social behaviour. This is accomplished by means such as
altering the individual's style of dress, hairstyle, speech and freedomof movement. Once
his sense of self has been shaken, it is easier for those in power to convince him to conform
to new patterns ofbehaviour.
The Relationship Between Socialization
and Education
Various relationships exist between socialization and education. These include thefollowing:

a) Socialization can be positive and negative on the learner depending on what

[Link],ontheotherhand,issupposedtobepositive.

b) The two involve acquisition of new aspects in life. These include knowledge,
attitudes, skills values andnorms.

c) Socialization and education can be viewed as processes of trying to equip

learners with necessaryskills.

d) Socialization can be planned and unplanned, while education calls for scheming
and planning. However, the end result is the same since the learner has to change his
behaviour towards the intendedgoal.

e) Both socialization and education require a conducive atmosphere to succeed,

whether at school or atborne.

f) Both socialization and education must be carried out by agents. These are
people who know how to impart certainknowledge.

g) Cultural values and norms canbe imparted during the teaching time.

h) Education is terminal while socialization is continuous. Socialization can take

place [Link].

i) Socialization and education aim at making an individual complete and useful to

himself and to thesociety.

Changing role of the school

Schools are creations of society. They are funded and supported by society. They have to
serve society's interests. They are expected by the community/society and parents to play
[Link]:

a) The community is ineffective in socialization. It has abdicated its responsibility. Many of

its members are detached from reality. They have become individualistic andmaterialistic.
Society has lost its old social controlmechanisms.
b) Most religious groups concentrate on children and adults, leaving out the
[Link].

c) Parents are too shy or too tired to socialize youths. Others are old fash-ionedand rigid.
They therefore leave the socialization of their children to house helps. Youths are hardly
guided yet society is quick to blame them for being undisciplined and lacking morals
andpatriotism.

How prepared is the school as a

socilaization agent?
A school is a miniature society. It consists of old fashioned teachers who may want to
socialize learners in the way they were socialised. It also has some young teachers who
may not be fully socialized in African values and norms. The end result is that:

a) The learner is left in a confused state. The learner is not sure on whether to follow views
of rigid teachers who appear old fashioned or those of the liberal young teachers.

b) The teachers are expected to cover an overloaded curriculum. This leaves no time for
socialization.

c) Socialization is not examined by the Kenya National Examinations Council (KNEC),

hence little emphasis is given to it by theteachers.

The situation is bound to get worse given the disorientation of families. Schools should be
prepared to fill the void because teachers can be retrained for the work of socialization.

Factors that influence the socialization process

Factors that may make this process a success:

i. Common language

ii. Strong family ties

iii. Organized school activities

iv. Positive peer group

Factors that may hinder successful socialization:

i. Lack of a common language

 ii. Schooling(workload/boarding)

iii. Rural urban migration

iv. Mixed marriages

v. Media influence

vi. Working parents etc.

SOCIAL FACTORS THAT INFLUENCE EDUCATIONAL ATTAINMENT AND

ACHIEVEMENT

1. Family background eg

a) Size of the family (large/small)

b) Nature (single parent, problematic or normal)

c) Parental education

2. Social economic status

(Low, Middle, High income)

3. School attended

a) Location of the school atteded

b) Type of the school (day, boarding, mixed or single sex)

4. Unemployment

5. Discipline or lack of it

6. Cultural practices

7. Political climate etc.