FACULTY OF ENGINEERING AND SURVEY

DEPARTMENT OF SURVEYING AND GEOMATICS

ENGINEERING.

COURSE UNIT : SOCIOLOGY FOR TECHNOLOGY

COURSE UNIT CODE : ENG2101

YEAR OF STUDY : TWO

SEMSTER : ONE

ASSIGMENT : TWO

LECTURER : Mr. Okello Denish

 GROUP THREE MEMBERS.

NAME REGISTRATION NUMBER SIGNITURE

QUESTIONS

1) Evaluate the Functionalist Perspective on Crime and Deviance

2) Discuss the impacts of mass media on culture and society.

3) “Socialization helps people learn to function successfully in their social worlds”. Justify
this statement
Qn 1. Evaluate the Functionalist Perspective on Crime and Deviance

The Functionalist Perspective on crime and deviance, as used in sociology, is a theoretical

approach that examines how these behaviors play a role in the overall functioning of society. It
was developed primarily by early sociologists, notably Emile Durkheim. This perspective
emphasizes that crime and deviance are not just disruptive but can also have certain positive and
necessary functions in maintaining social order and cohesion.

Functionalism as a theory

In sociology, functionalism is a consensus structuralist theory. Structuralists, when examining

human behavior, tend not to acknowledge individual factors like biology or psychology. Instead,
they see society as a system of interdependent structures which shape human behavior.

Structural functionalism’s premise is that society is made up of necessary interdependent parts

which bring about social order and consensus within society.

Now that we've reminded ourselves about functionalism, we will specifically look at the
functionalist view on crime.

The functionalist view on crime

The functionalist view on crime explains the existence of crime as being the result of the
structure of society (rather than as a result of individuals themselves). It also claims that deviance
serves a beneficial function to society as a whole.

Examples of the functionalist theory of crime

In this section, you’ll find the main theories within the functionalist view on crime or
functionalist criminology. We will be looking at;

 Emile Durkheim
  Robert Merton
 Albert Cohen

1.Émile Durkheim's functionalist theory of crime

Let's go through Durkheim's key points about the role of crime in society.

 According to Émile Durkheim (1964), a limited amount of crime is inevitable. He

pointed out that crime happens in even the most advanced communities and that this is
normal. Not everyone will be equally devoted to conforming to society’s shared norms
and values.

Durkheim urged his readers to imagine a society without crime through the following views;

 He argued that, in this society, even the smallest level of deviance would elicit a major
reaction because the deviant behavior would seem all the more unacceptable.

 According to Durkheim, too much crime can cause anomie. Anomie is a word that
describes the state of lawlessness that comes with a breakdown of social order. People
feel untethered to the collective consciousness, and enter a state of ‘normative confusion’.
 Durkheim also said that limited amount of crime is also beneficial for the creation of a
healthy society due to the positive functions that it serves for society as a whole.

2. Robert Merton's theory of crime

Several other researchers have gained ground by taking Durkheim’s theorization of crime
and deviance and extending it to understand particular societies or different types of
criminal activity. Let's look at Merton's strain theory.
 Strain theory was pioneered by Robert Merton (1949). He took on Durkheim’s idea of
anomie and applied it to his examination of contemporary American society. He argued
that the vision of success in American culture is attached to material and financial gain,
achieved through legitimate means like skill-building and formal qualifications.

3. Albert Cohen's theory of crime

 Albert Cohen (1955) built on Merton's Strain theory, with his theory of status frustration.
 Cohen accepted Merton’s explanation that the generally valued forms of success are
impossible for many groups to attain.
 Cohen looked specifically at how this is the case for young, working-class males who
tend to experience status frustration. It referred to the sense of discouragement that
young, working-class males felt as a result of being defined as ‘failures’ and denied
respect from the rest of society.

 According to Cohen, this demographic group channeled their frustration into the creation
of a subcultural solution. The solution involved the group using their shared problem to
collectively form a deviant subculture which turned the norms of the dominant culture
upside down.

According to Gelsthorpe (2006, p.613),

 Gelsthorpe suggests that crime serves a purpose in society as it can help maintain social
order and cohesion by highlighting the boundaries of acceptable behavior.
 According to his theory, the occurrence of crime can act as a catalyst for social
integration and solidarity, as it prompts individuals to unite against criminal activities.

 Gelsthorpe believes that crime can also lead to necessary social changes and reforms, as
the exposure of criminal behavior forces society to adapt and evolve.
 The Functionalist Perspective view on Deviance
The functionalist perspective on deviance suggests that deviant behavior can serve as a
social function by highlighting societal norms and promoting social change, as it
underscores what is considered acceptable behavior by contrasting it with what is not.
Deviance can help maintain social order and cohesion by reaffirming shared values and
norms through the societal reaction to deviant acts.
The main functionalist perspectives on deviance in society are represented by;
 Social disorganization theory
 strain theory
 Social control theory.
1. Social disorganization theory

Developed by researchers at the University of Chicago in the 1920s and 1930s, social
disorganization theory asserts that crime is most likely to occur in communities with weak social
ties and the absence of social control. Several sociologists at the time, who viewed the city as a
laboratory for study, were dubbed “The Chicago School.” These sociologists included Robert
Park and Ernest Burgess (1916 and 1925) became the first to utilize an ecological approach,
which examined society much as an ecologist examines an organism and their environment—by
paying attention to the social, institutional, and cultural contexts of people-environment relations.
They studied deviance by examining rapid changes to the neighborhoods, caused by population
increases, immigration, and urbanization in Chicago. Park, a journalist and sociologist, suggested
a program to increase the number of playgrounds to counteract social disorganization and
juvenile delinquency.

Proponents of social disorganization theory believe that individuals who grow up in

impoverished areas are more likely to participate in deviant or criminal behaviors than an
individual from a wealthy neighborhood with a good school system and families who are
involved positively in the community. Social disorganization theory points to broad social
factors as the cause of deviance. A person isn’t born a criminal but becomes one over time, often
based on factors in his or her social environment.

Although this theory sounds like common sense, critics argue that it places blame on the
neighborhoods themselves, which opens the door for politicians to point out social issues like
drug use, disrupted families, and violence as endemic to low-income neighborhoods, thus
allowing them to circumvent the larger structural issues that give rise to these predicaments.

2. Strain theory.

In 1938 Robert Merton expanded on Durkheim’s idea that deviance is an inherent part of a
functioning society by developing strain theory (also called the anomie theory of deviance),
which notes that access to the means of achieving socially acceptable goals plays a part in
determining whether a person conforms and accepts these goals or rebels and rejects them. For
example, from birth we’re encouraged to achieve the American Dream of financial success. A
woman, who attends business school, receives her MBA, and goes on to make a million-dollar
income as CEO of a company is said to be a success. However, not everyone in our society
stands on equal footing. A person may have the socially acceptable goal of financial success but
lack a socially acceptable way to reach that goal. Much more common might be the young
person who wants financial security and success but attends a failing school and is not able to
attend college, does not have connections in business or finance, and might not have any CEOs
in their immediate circle. The young person might be attracted to other types of entrepreneurial
activities outside of the corporate world that are more accessible, such as selling stolen goods
and/or drugs, gambling, and/or other types of street-level commerce. Another path might be to
embezzle from his employer. These types of crimes will be discussed later, but this is one
example of the contrast between “crime in the streets” and “crime in the suites.”

3. Social control theory.

Another functionalist theory of deviance is Travis Hirschi’s (1969) social control theory. Similar
to Comte’s original question, “What holds society together?” Hirschi asked, “Why do people
adhere to social norms?” In other words, why aren’t people more deviant? Building from
Durkheim’s work on social solidarity, Hirschi looked at bonds to conventional social institutions
as reasons people feel connected to society and thereby less likely to be deviant.
He identified four types of bonds:

 attachment
 commitment
 involvement
 Belief.

For example, if a high school student is trying to decide whether to skip a class to go to the mall
with friends; in this case he /she can apply these four types of bonds;

Attachment: how their teacher and school administration would think about them if they
skipped school and/or how their parent/s’ opinion would be affected (“If my parents find out
they will be very disappointed”).

Commitment: how much they value their education and what they would miss (“I like my
American history class and would miss the unit on school desegregation”).

Involvement: how much time has been invested in school up until this point (“Why spoil a
“clean record” by skipping one class?”).

Belief: how the school’s attendance policy reflects societal beliefs about the importance of
education (“I want to go to college and know that attending class will be important to my success
and future job prospects”).

The following are the key points of evaluation for the Functionalist
perspective on crime and deviance;

 Understanding Social Order: Functionalists argue that crime and deviance are necessary
for society to establish and reinforce norms and values. Deviance, in particular, helps to
delineate the boundaries of acceptable behavior, making it easier for individuals to
 understand and conform to social norms. It can be seen as a form of social "feedback"
that helps maintain social order.

 Social Cohesion: Deviance can actually foster a sense of unity and social cohesion among
members of a society. When a deviant act is committed, society often rallies together to
condemn it, reaffirming their shared values and norms. This, in turn, helps to strengthen
the social fabric.

 Social Change: Deviance can also be a precursor to social change. When individuals or
groups engage in acts considered deviant, they may be challenging the existing norms
and values. Over time, this can lead to the reconsideration of these norms and the
evolution of society.

 Anomie and Strain Theory: Durkheim's concept of anomie, which is a state of

normlessness or breakdown in social regulation, is a central aspect of the Functionalist
perspective. The strain theory, based on anomie, suggests that individuals engage in
deviant behavior when they experience a disjunction between societal goals and the
means to achieve them. This theory helps explain why some individuals turn to crime or
deviance.

 Critiques:

Critics argue that the Functionalist perspective is overly optimistic about the role of crime and
deviance in society. It doesn't sufficiently address the harm and suffering that can result from
criminal behavior.

Some argue that the theory may downplay the role of power and inequality in shaping definitions
of deviance and in determining who gets labeled as deviant or criminal.
It may not adequately explain why certain forms of deviance persist in society, such as corporate
crimes or white-collar crimes that may not be met with the same level of condemnation or
punishment.

 Lack of Consensus: There isn't always a consensus on what constitutes deviant behavior
in society. What is considered deviant can vary across different cultures, historical
periods, and social groups, which challenges the notion of a unified set of norms and
values.

 Social Cohesion through Moral Boundaries:

Functionalist perspective asserts that deviance helps society reinforce moral boundaries and
shared norms. When society collectively condemns a deviant act, it reinforces the idea that
certain behaviors are unacceptable.

Example: When a high-profile public figure is caught engaging in criminal activity (e.g., a
political scandal or a celebrity's drug abuse), public outrage and media coverage emphasize the
importance of moral and legal standards, thus reinforcing societal norms

 Functional Roles of Deviants:

The Functionalist perspective recognizes that some individuals who engage in deviant behavior
may inadvertently serve functional roles within society. For instance, whistleblowers may reveal
corruption, contributing to the greater good.

Example: Erin Brockovich, a legal assistant, exposed environmental pollution by a corporation,

which was deviant in the eyes of the corporation but served the function of protecting public
health and the environment.

 Strain as a Driver of Deviance:

Strain theory, rooted in the Functionalist perspective, suggests that individuals resort to deviance
when they face limited legitimate means to achieve culturally approved goals.
Example: In economically disadvantaged areas, individuals may turn to criminal activities like
drug dealing due to limited access to legitimate employment opportunities.

 Moral Panic and Social Unity:

The Functionalist view highlights the role of moral panic in reinforcing social cohesion. In times
of crisis or fear, society may unite against a perceived deviant threat.

Example: In the aftermath of a terrorist attack, society often comes together, reinforcing a sense
of unity and shared values while condemning the perpetrators as deviants.

 Informal Social Control:

Informal social control is essential for the Functionalist perspective, where family, friends, and
community members help maintain social norms by discouraging deviant behavior.

Example: Parents teaching their children that lying is wrong and would lead to mistrust is an
example of informal social control that reinforces honesty as a societal norm.

 Deviance as a Safety Valve:

According to the Functionalist perspective, deviance can serve as a "safety valve" for releasing
societal tensions and frustrations, preventing them from reaching critical levels.

Example: Peaceful protests and demonstrations serve as a safety valve for expressing discontent
and advocating for change, reducing the likelihood of more extreme forms of deviance or
violence.
Qn 2. Discuss the impacts of mass media on culture and society.

In sociology, mass media is defined as any form of communication designed to reach a large and
diverse audience, typically delivered through technological means. Mass media serves as a
primary source of information, entertainment, and communication for society. It includes various
channels and technologies used to transmit messages, influencing the way people think, behave,
and perceive the world.

Examples of Mass Media:

 Television: TV broadcasts news, entertainment, and advertisements to a wide audience.

For example, the 1960s civil rights movement in the United States gained momentum and
support through TV coverage.

 Radio: Radio programs cover music, talk shows, and news broadcasts, making it
accessible to millions. Radio played a significant role in disseminating information
during World War II.

 Newspapers and Magazines: Print media provides in-depth coverage of news, features,
and analysis. The Watergate scandal in the 1970s, covered extensively by newspapers
like The Washington Post, led to major political consequences.

 Internet: The internet encompasses websites, social media, blogs, and online news
outlets, offering instant access to information and global communication. The Arab
Spring protests utilized social media to organize and raise awareness.
  Film: Movies influence culture and society through storytelling and visual representation.
The film "12 Years a Slave" raised awareness about the history of slavery in the United
States.

 Books: While not traditionally mass media, books reach a broad audience and shape
culture through literature, knowledge dissemination, and storytelling. "1984" by George
Orwell influenced discussions on surveillance and authoritarianism.

 Advertising: Advertising is used to promote products and influence consumer behavior.

Iconic campaigns like Apple's "Think Different" challenged societal norms.

Impacts of Mass Media on Culture:

Positive Impacts

 Cultural Awareness and Exchange: Mass media exposes people to diverse cultures,
fostering understanding and appreciation. For example, travel documentaries showcase
various traditions and lifestyles.

 Promotion of Arts and Creativity: Mass media provides a platform for artists, musicians,
writers, and filmmakers, promoting their work to a global audience and enriching cultural
expression.
 Cultural Preservation: Mass media helps preserve cultural heritage by documenting and
disseminating traditional practices, stories, and art forms.

 Education and Knowledge Dissemination: Educational programs and documentaries on

television and online platforms provide valuable information, enhancing cultural
awareness and knowledge.

 Cultural Diplomacy: Mass media serves as a tool for countries to engage in cultural
diplomacy by sharing their traditions and values with the world. For instance,
international broadcasting agencies like the BBC promote British culture globally.

 Promotion of Multilingualism: Mass media can introduce and promote different

languages, celebrating linguistic diversity. This can be seen in the availability of content
in multiple languages on the internet.

 Cultural Celebrations: Mass media broadcasts cultural events, festivals, and ceremonies,
allowing people to participate virtually and learn about different cultural celebrations.

 Cultural Diversity in Entertainment: The entertainment industry benefits from a diverse

range of cultural influences, leading to more innovative and inclusive content creation.

 Cross-Cultural Connections: Social media platforms and online forums enable people
from diverse cultural backgrounds to connect and share experiences, fostering cross-
cultural relationships.
  Promotion of Tolerance: By depicting diverse characters and lifestyles, mass media can
promote tolerance and acceptance of different cultural and social groups.

 Cultural Identity and Pride: Mass media can bolster cultural identity and pride,
encouraging individuals to celebrate their roots and heritage.

 Cultural Adaptation: Media content can help people adapt to different cultures when
traveling or relocating, reducing cultural shock and misunderstandings.

 Cultural Competency: Exposure to different cultures through mass media can enhance
individuals' cultural competency, an important skill in our increasingly globalized world.

 Highlighting Cultural Issues: Mass media can raise awareness of cultural issues such as
cultural appropriation, leading to more responsible cultural exchanges.

 Cultural Revival: Mass media can inspire cultural movements and revivals, encouraging
the resurgence of traditional practices, art forms, and languages.

Negative Impacts

 Cultural Erosion: Mass media can contribute to the erosion of local traditions and
customs as global culture becomes dominant, leading to cultural homogenization.
 Cultural Appropriation: Misrepresentation and commodification of cultural elements in
mass media can lead to cultural appropriation and insensitivity.

 Stereotyping: Mass media can perpetuate stereotypes about cultural groups, reinforcing
biases and prejudices.

 Loss of Cultural Authenticity: In an attempt to appeal to a wider audience, mass media

can dilute or distort the authenticity of cultural representations.

 Consumer Culture: Mass media promotes consumerism and materialism, often

overshadowing cultural and spiritual values.

 Language Erosion: Global media can lead to the dominance of a few languages,
potentially marginalizing less widely spoken languages.

 Superficial Understanding: Mass media may provide a superficial understanding of

complex cultural issues, leading to misinterpretations and misunderstandings.

 Loss of Oral Traditions: The preference for written or digital media can contribute to the
decline of oral traditions and storytelling.

 Cultural Commodification: Cultural items and practices can be commodified, reducing

their significance to mere commodities for profit.
  Dependence on External Validation: Mass media can encourage individuals and societies
to seek external validation and approval, potentially undermining self-confidence and
cultural pride.

 Identity Crisis: Exposure to global media can create identity crises, especially among
younger generations trying to reconcile their cultural roots with modern influences.

 Negative Influence on Values: Mass media sometimes promotes unhealthy cultural

values, such as unrealistic beauty standards and materialism, leading to detrimental
behaviors and attitudes.

Impacts of mass media on society.

Positive Impacts

 Information Dissemination: Mass media serves as a primary source of news and

information, keeping the public informed about current events, world affairs, and local
news.

 Education and Knowledge Sharing: Mass media provides educational content,

documentaries, and programs that offer valuable insights and promote lifelong learning.

 Promotion of Social Causes: Mass media can raise awareness about social issues, such as
climate change, poverty, and human rights violations, prompting societal action.
 Political Awareness: Mass media plays a crucial role in political discourse by providing
information about government policies, elections, and political events, fostering an
informed citizenry.

 Crisis Communication: During emergencies and natural disasters, mass media facilitates
the swift dissemination of critical information, aiding public safety and disaster response.

 Social Movements and Activism: Mass media platforms, especially social media,
empower individuals and organizations to mobilize support and advocate for change.

 Cultural Enrichment: Mass media exposes society to diverse cultural expressions, art,
music, and literature from around the world, enriching cultural awareness.

 Economic Impact: The mass media industry generates employment opportunities,

contributes to economic growth, and stimulates creativity and innovation in related
sectors.

 Social Connection: Mass media, including social networking sites, helps individuals stay
connected with family and friends, fostering social bonds.

 Health Promotion: Mass media campaigns can inform the public about health issues,
encouraging healthy behaviors and lifestyle choices.
  Community Building: Local media outlets play a role in building a sense of community,
promoting events, and showcasing local talent and businesses.

 Consumer Awareness: Mass media helps consumers make informed choices by providing
product reviews, comparisons, and information on market trends.

 Global Awareness: Mass media fosters global understanding and cooperation by

connecting people across borders, fostering cross-cultural exchanges and diplomacy.

 Technological Advancements: Media innovations drive technological advancements,

such as the development of streaming services and virtual reality.

 Elevating Marginalized Voices: Mass media can provide a platform for marginalized or
underrepresented groups to share their stories and advocate for their rights.

Negative Impacts

 Misinformation and Fake News: Mass media can spread false information, contributing
to public confusion and mistrust, as seen during the proliferation of fake news on social
media platforms.

 Sensationalism: Some media outlets prioritize sensational and dramatic news stories over
informative and balanced reporting, impacting public perception and priorities.
 Bias and Partisanship: Media outlets may exhibit political bias, influencing public
opinion and reinforcing partisan divides.

 Privacy Concerns: Mass media, especially social media, can raise concerns about
individual privacy, as personal information is collected and exploited for commercial or
political purposes.

 Desensitization to Violence: Exposure to violent or graphic content in media can lead to

desensitization and normalization of violence in society.

 Addiction and Screen Time: Overexposure to mass media, especially screens, can lead to
addiction, sedentary lifestyles, and negative health outcomes.

 Cultural Homogenization: Mass media can contribute to the dominance of global culture,
potentially overshadowing local traditions and values.

 Erosion of Traditional Media: The rise of digital media has led to the decline of
traditional print and broadcast media, impacting journalism and information
dissemination.

 Filter Bubbles: Social media algorithms can create "filter bubbles," where individuals are
exposed only to information and perspectives that align with their existing beliefs.
 Cyber bullying and Online Harassment: Mass media platforms can be breeding grounds
for cyber bullying and online harassment, negatively impacting individuals' mental
health.

 Social Comparison and Mental Health: Social media can trigger negative social
comparisons and contribute to issues like low self-esteem and mental health problems.

 Loss of Critical Thinking: Overreliance on mass media for information can reduce critical
thinking skills and encourage passive consumption rather than active engagement.
Qn 3. “Socialization helps people learn to function successfully in their social worlds”.
Justify this statement.

Socialization is the lifelong process through which individuals acquire the knowledge, values,
behaviors, and social skills needed to function effectively within their culture and society. It
begins in infancy and continues throughout a person's life, shaping their identity, roles, and
interactions with others. Socialization occurs primarily through interactions with family, peers,
education, media, and various social institutions. It helps individuals understand and conform to
societal norms, fosters moral development, and equips them with the tools for successful
participation in their social world. Ultimately, it plays a pivotal role in the formation of one's
personality and their ability to adapt to and thrive in their social environment.

Theories of socialization.

 Structural-Functional Theory: This theory, associated with sociologists like Emile

Durkheim, views socialization as a process that contributes to social stability. It
emphasizes how social institutions, such as family, education, and religion, work together
to instill shared norms and values, ensuring the cohesion of society.

 Symbolic Interactionism: Pioneered by theorists like George Herbert Mead, this theory
focuses on the micro-level interactions between individuals. It posits that people develop
their self-concept and understanding of the world through social interactions, particularly
in the formative years.

 Conflict Theory: Associated with Karl Marx, conflict theory highlights the role of power
and inequality in socialization. It asserts that socialization perpetuates class divisions and
serves the interests of dominant groups, maintaining the status quo.
 Social Learning Theory: Developed by Albert Bandura, this theory emphasizes the role
of observation and modeling in the socialization process. It suggests that individuals learn
behaviors and attitudes by observing others and the consequences of their actions.

 Psychoanalytic Theory: Sigmund Freud's psychoanalytic theory explores how

unconscious desires and conflicts influence socialization. It emphasizes the role of early
childhood experiences in shaping personality and behavior.

 Cognitive Development Theory: Jean Piaget's theory focuses on cognitive development

during childhood. It suggests that as children grow and develop cognitively, they acquire
the ability to understand and internalize social norms and rules.

 Attachment Theory: John Bowlby's attachment theory centers on the importance of

emotional bonds between children and caregivers. It argues that these early attachments
influence an individual's social and emotional development.

 Social Identity Theory: This theory, associated with Henri Tajfel and John Turner,
explains how social categorization and group membership influence an individual's self-
concept and behavior. It explores how people identify with and define themselves in
relation to various social groups.

 Life Course Theory: This perspective considers socialization as a dynamic and lifelong
process, acknowledging that individuals continue to adapt and learn throughout their lives
as they encounter various life events and transitions.
  Ecological Systems Theory: Developed by Urie Bronfenbrenner, this theory examines
socialization within the context of multiple environmental systems, including the family,
community, and broader society. It emphasizes the interconnectedness of these systems
in shaping an individual's development.

Main orientations towards socialization in sociology include;

1. Structural-Functional Orientation

This perspective, rooted in the work of sociologists like Emile Durkheim and Talcott Parsons,
views socialization as a process that contributes to the stability and functionality of society.

It emphasizes that socialization is essential for creating a shared culture, norms, values, and
social order. It helps maintain social cohesion and prevent deviance by ensuring that individuals
conform to societal expectations.

Socialization is seen as a mechanism by which individuals learn their roles and responsibilities
within various social institutions, such as the family, education, and religion.

The structural-functional orientation highlights how these institutions work together to maintain
the equilibrium of society, emphasizing the importance of socialization in achieving this balance.

2. Symbolic Interactionist Orientation:

Symbolic interactionism, associated with sociologists like George Herbert Mead and Erving
Goffman, takes a micro-level approach to socialization, focusing on individual interactions and
the development of self-concept.

This perspective emphasizes that socialization is a dynamic process in which individuals

construct their self-identity through interactions with others. It highlights the role of symbols,
language, and gestures in shaping one's understanding of the world.
Self-concept, according to symbolic interactionism, is developed through the "looking-glass
self," wherein individuals perceive themselves as others do, reflecting how they believe they are
viewed by society.

Symbolic Interactionist explores how individuals learn roles and identities by observing,
imitating, and interpreting the actions and behaviors of those around them.

Agents of socialization.

1. Family.

The family is often considered the primary and most influential agent of socialization. It is where
individuals first learn about their culture, language, and values. Family members shape a child's
initial understanding of the world and social roles.

Children acquire their first social, emotional, and moral lessons from their parents or caregivers.
Family socialization includes teaching basic manners, customs, and expectations.

2. Education.

Schools and educational institutions play a crucial role in socialization, particularly during the
formative years. Students learn academic knowledge and skills, but they also learn about social
hierarchies, norms, and values.

Education socializes individuals into a broader culture, providing a structured environment to

interact with peers, teachers, and authority figures, and reinforcing societal expectations.

3. Peers.
Peer groups, including friends and peers of similar age, have a significant impact on
socialization, especially during adolescence. Peers influence behavior, fashion, language, and
attitudes.

Peer socialization can lead to the development of group norms, and individuals often experiment
with new behaviors and identities within their peer groups.

4. Media and Technology.

Mass media, including television, the internet, and social media, are powerful agents of
socialization. They shape individuals' worldviews, values, and beliefs, often reflecting and
reinforcing cultural ideals and stereotypes.

Media introduces individuals to diverse ideas and perspectives, helping to broaden their
understanding of society and its issues.

5. Religion and Religious Institutions.

Religion and religious institutions provide moral and ethical guidance, instilling specific values
and beliefs in individuals. They often contribute to the development of an individual's moral
compass and sense of purpose.

Participation in religious rituals, ceremonies, and community events can be a significant source
of socialization, helping people identify with a particular faith or belief system.

Socialization is a fundamental process that helps individuals learn to

function successfully in their social world and here are reasons to justify
this statement;

 Cultural Norms: Socialization exposes individuals to the cultural norms, values, and
customs of their society, teaching them how to conform to these expectations.
 Language Acquisition: Through interactions with others, individuals acquire language
skills, which are essential for effective communication and participation in society.

 Behavioral Norms: Socialization teaches individuals the acceptable and appropriate

behaviors in different social contexts, ensuring they act in accordance with societal
standards.

 Role Expectations: It helps individuals understand the roles they are expected to play in
various social situations, whether as a parent, student, employee, or friend.

 Social Rules: Individuals learn the rules and regulations governing their society, enabling
them to navigate and interact within that framework.

 Moral Development: Socialization plays a vital role in shaping an individual's moral

values and ethical principles, helping them make morally sound decisions.

 Identity Formation: It aids in the development of a person's self-identity, helping them

understand who they are in relation to others.

 Social Skills: Through socialization, individuals acquire social skills such as empathy,
active listening, and conflict resolution, which are crucial for building successful
relationships.
 Adaptation: Socialization prepares individuals to adapt to changes in their social
environment, ensuring they can cope with new challenges.

 Emotional Regulation: It helps people learn how to manage and express their emotions in
socially acceptable ways, contributing to their mental well-being.

 Group Cohesion: By learning to function successfully in social groups, individuals

contribute to group cohesion, which is vital for community stability.

 Communication Skills: Effective communication is a key component of socialization, and

it's essential for success in personal and professional life.

 Coping Mechanisms: Socialization teaches individuals healthy coping mechanisms for

dealing with stress and adversity, which is crucial for mental health.

 Conflict Resolution: Understanding social norms and expectations helps individuals

resolve conflicts in a way that maintains harmonious relationships.

 Teamwork: In group settings, socialization helps individuals work effectively as part of a

team, a skill often required in both personal and professional life.

 Respect for Diversity: Socialization promotes an appreciation for diversity and inclusion,
fostering a more tolerant and equitable society.
 Knowledge Transmission: It serves as a means to pass down knowledge, traditions, and
wisdom from one generation to the next, preserving cultural heritage.

 Social Institutions: Socialization prepares individuals to engage with various social

institutions, such as family, education, and the workplace, allowing them to function
successfully within these structures.

 Community Participation: It encourages people to become active members of their

communities, contributing to the betterment of society.

 Personal Growth: Through socialization, individuals gain the tools and skills needed for
personal growth, self-fulfillment, and achieving their goals in life.
REFENCES

https://www.linkedin.com/pulse/impact-mass-media-society-smarak-swain.

https://www.123helpme.com/essay/Impact-of-Mass-Media-on-Individuals-Society-153199.

http://www.tezu.ernet.in/dmass/pdf/student-corner/Media-impact-on-culture.pdf.

https://www.studysmarter.co.uk/explanations/social-studies/crime-and-deviance/functionalist-
theories-of-crime.

https://revisesociology.com/2016/04/03/functionalist-explanations-of-deviance.

https://www.ipl.org/essay/Functionalist-Theory-Of-Deviance-PJWY5YL46G.