Module 4-Ucsp PDF

Understanding Culture, Society, and Politics
Governor Pack Road, Baguio City, Philippines 2600

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Grade Level/Section: Grade 11/12
Email: email@uc-bcf.edu.ph; Website: www.uc-bcf.edu.ph
MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG
MODULE 4: BECOMING A MEMBER OF SOCIETY:

SOCIALIZATION, CONFORMITY AND DEVIANCE, AND SOCIAL STRUCTURES
I. LEARNING OBJECTIVES:
Through discussion, the learners are able to:
1. define sociological terms
2. understand how individuals learn culture and how this learning of culture influences the
development of one’s personality.
3. understand the social mechanisms that produce conformity and deviance in our society.
4. recognize the effects or consequences of various social problems in the maintenance of
social order and stability.
5. analyze how social interaction proceeds through the operation of norms, values, statuses
and roles.
II. DISCUSSION
A. Socialization
• Human beings develop through social interaction. This development process
acquired through social interaction is called “socialization”.
• Socialization is a continuing process whereby an individual acquires a personal
identity (attitude, values and behavior) and learn the norms, values, behavior, and
social skills appropriate to his and her social position.
• It teaches as how to behave and act within our society.
• The process of socialization enables the individual to grow and function socially.
• Social experience is also the foundation of personality - a person’s fairly consistent
patterns of acting, thinking, and feeling. We build a personality by internalizing—
taking in—our surroundings. But without social experience, personality hardly
develops at all.
• Socialization, which begins at birth, continues throughout the life course. At each
stage, the individual must adjust to a new set of social expectations. Life course
patterns vary by social location, such as history, gender, race-ethnicity, and social
class.
• Socialization is vital to: Sex Role Differentiation, Culture and Personality.
Socialization can be described from two points of view:

1. Objective Socialization – It refers to the society acting upon the individual
2. Subjective Socialization – The process by which society transmits its culture from one
generation to the next and adapts the individual to the accepted and approved ways of
organized social life.
This perspective on socialization helps identify formation of individuals which is essential in
establishing his/her social role. Likewise, it includes the following functions:
1. Personality and Role Development – It is through the process of socialization that we
develop our sense of identity and belongingness
2. Skills Development and Training – The much-needed social skills such as communication,
interpersonal, and occupational are developed
3. Values Formation – Individuals are influenced or engulfed by the prevailing values of social
groups and society.
4. Social Integration and Adjustment – The socialization process allows us to fit-in an organized
way of life by being accustomed including cultural setting.
Lesson 5: Socialization, Conformity & Deviance

Understanding Culture, Society & Politics (UCSP)
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
5. Social Control and Stability – Integration to society binds individuals to the control
mechanisms set forth by society’s norms with regard to acceptable social relationship and
social behavior.
❖ Agents of Socialization
• These refers to the various social groups or social institutions that play a significant role
in introducing and integrating the individual as an accepted and functioning member
of society.
• People and groups that influence our orientations to life—our self-concept, emotions,
attitudes, and behaviour.
These agents of socialization are:
1. Family. Most important agent of socialization; the center of a child’s life;

parental attention is very important; provides encourage
2. Religion. It has significant role in ‘meaning- making’ of life; promote welfare of
the individual.
3. School. Provides individuals an opportunity to confront diversity; introduces
gender role socialization and even clustering of skills and competencies
according to gender and class; hidden curriculum: informal aspect of
schooling; impersonal relationship is prevalent.
4. Neighborhood. Local social units larger than the household. Neighborhoods
are social communities with face- to- face interaction among members.
5. Peer Groups. Provides avenue for individuals to develop a sense of self that
goes beyond the family; peers often govern short-term goals while parents
maintain influence over long-term plans; peer groups also provide venues for
anticipatory socialization; practice at working toward gaining desired positions.
6. Mass Media. Mass media create images that reinforce social stereotypes
based on sex, class, ethnicity and religion.
• The agents of socialization guide every individual in understanding what is happening
in our society. These agents prescribe social norms in order to control individual
behavior in a given society. The norms include society’s standards of morality, good
manners, legality and integrity.
• Such forms of norms are found in elements of culture such as folkways, mores and laws.
• Resocialization
- What does a woman who has just become a nun have in common with a man who
has just divorced? The answer is that they both are undergoing resocialization; that is,
they are learning new norms, values, attitudes, and behaviors to match their new
situation in life.
- In its most common form, resocialization occurs each time we learn something contrary
to our previous experiences. A new boss who insists on a different way of doing things
is re-socializing you.
• Total Institutions
- Refers to a place in which people are cut off from the rest of society and where they
come under almost total control of the officials who are in charge. Boot camp, prisons,
concentration camps, convents, some religious cults, and some boarding schools, such
as West Point, are total institutions.
- A person entering a total institution is greeted with a degradation ceremony (Garfinkel
1956), an attempt to remake the self by stripping away the individual’s current identity

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and stamping a new one in its place. (Fingerprinting, photographing, shaving the
head, and banning the individual’s personal identity kit - items such as jewelry,
hairstyles, clothing, and other body decorations used to express individuality).
B. Conformity and Deviance

1. Conformity
• Conformity is a behavior that is the same as the behavior of most other people in a society,
group, etc.
• Erving Goffman tried to show how certain social processes modify the presentation of self
and the impact of role expectations on the behavior of an individual. Everyone is
consciously playing a role. When persons present themselves to others in everyday
interaction, they organize their overt behavior in such way as to guide and control the
impressions other form of them to elicit role-taking response.
• The process of conformity attempts to change the individual’s behavior because to
conform to the social norm.
• Kelman (1985) distinguishes the different types of conformity:
1. Compliance (or group acceptance)
- An individual accepts influence because he hopes to achieve a favorable reaction
from another person or group. He/she adopts because of the expectation of a specific
reward and avoids specific punishment.
2. Internalization (genuine acceptance of group norms)
- An individual adopts the induced behavior because it is congruent or consistent with
his value system.
3. Identification (or group membership)
- An individual accepts influence because he/she wants to establish or maintain a
satisfying self-defining relationship to another person or group. Individual conform to
expectation of a social role (e.g. nurses, police officers).
4. Ingratiational
- This is when a person conforms to impress or gain favor/acceptance from other
people.
2. Deviance
• Nonconformity of an individual would mean deviation from acceptable social norms

– this is called social deviance.
• Deviance describes an action or behavior that violates social norms, including a
formally enacted rule (e.g., crime), as well as informal violations of social norms (e.g.,
rejecting folkways and mores).
• Deviance can range from something minor, such as a traffic violation, to something
major, such as murder.
• Ronald Smith and Frederick Preston outlined some functions which deviance performs
to support the social system in the following:
o Deviance serves as an outlet for diverse forms of expressions.
o Deviance serves to define the limits of acceptable behavior.
o Deviance may also promote in-group solidarity.
o Deviance can serve as a barometer of social strain
Deviance is a relative issue, and standards for deviance change based on a number of factors,
including the following:

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
•Location: A person speaking loudly during a church service would probably be

considered deviant, whereas a person speaking loudly at a party would not. Society
generally regards taking the life of another person to be a deviant act, but during wartime,
killing another person is not considered deviant.
•Age: A five-year-old can cry in a supermarket without being considered deviant, but an
older child or an adult cannot.
•Social status: A famous actor can skip to the front of a long line of people waiting to get
into a popular club, but a non-famous person would be considered deviant for trying to
do the same.
•Individual societies: In the United States, customers in department stores do not try to
negotiate prices or barter for goods. In some other countries, people understand that one
should haggle over the price of an item; not to do so is considered deviant.
2. Theories of Deviance
I. Biological Theories
During the first half of this century, there were many attempts to develop biological theories of
crime. Here are a few examples:
1. Cesare Lombroso (1836-1909) Body Types and Phrenology (Lombroso's text, Crime: Its
Causes and Remedies), published in 1911, was very popular in its time. An Italian
physician (and prison doctor) he was the founder of the field of "criminal anthropology"
(Gould, 1996). After an extensive examination of prisoners' physiology, he advanced a
theory that criminals were atavists-- that is, throw-backs to an earlier evolutionary human
form.
2. William Sheldon; Theory of body types and crime (1940's and 1950s). Sheldon's work
advanced the somatotype or "body build" school of criminological theory.
When control groups were used, criminals were no more likely to be mesomorphs than the
non-criminal population.
a. endomorph: heavy-set; corpulent
b. mesomorph: muscular, medium build
c. ectomorph: thin, frail, tall, slight build
II. Sociological Theory of Deviance

1. Functionalist Theory - Emile Durkheim claimed that deviance was in fact a normal and
necessary part of social organization. When he studied deviance, he stated four important
functions of deviance.
a. Deviance affirms cultural values and norms. Any definition of virtue rests on an
opposing idea of vice: There can be no good without evil and no justice without
crime.
b. Deviance defines moral boundaries; people learn right from wrong by defining
people as deviant.
c. A serious form of deviance forces people to come together and react in the same
way against it.
d. Deviance pushes society's moral boundaries which, in turn leads to social change.
2. Strain Theory – Robert Merton argued that in an unequal society, the tension or strain
between socially approved goals and an individual’s ability to meet those goals through
socially approved means will lead to deviance s individuals reject either the goals, the
means or both.
Merton’s Deviance Typology

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Institutionalized Means
Accept Reject
Accept Reject
Conformity Innovation
Cultural Goals
Ritualism Retreatism
Rebellion
Merton gave the following forms of deviance that emerge from strain:
a. Conformity – it involves accepting both the cultural goal of success and the use of
legitimate means of achieving that goal. (e.g.: monetary success is gained through
hard work)
b. Innovation – Involves accepting the goal of success but rejecting the use of socially
accepted means to achieve it, turning instead to unconventional & illegitimate means.
(e.g.: monetary success is gained through crime).
c. Ritualism – People deemphasize or reject the importance of success once they realize
they will never achieve it and instead concentrate on following or enforcing these rules
than ever was intended. They reject society's goals, but accept society's
institutionalized means.
d. Retreatism – Withdrawal from the society, caring neither about success nor about
working. Merton sees them as true deviants, as they commit acts of deviance to
achieve things that do not always go along with society's values
e. Rebellion – This occurs when people reject and attempt to change both the goals and
the means approved by society.
3. Symbolic Interactionism
a. Cultural Transmission School (Shaw and McKay 1929): Deviant behavior is learned
behavior-- passed down from generation to generation. Why does the crime rate in
certain city neighborhoods remain high through a succession of ethnic and racial groups
that live in them?
b. Sutherland's Differential Association Theory (Sutherland, 1939) advanced a theory that
specified how cultural transmission takes place, identifying a few key factors:
✓ intensity of contacts with others
✓ age at which contacts take place
✓ ratio of contacts deviants/non-deviants
c. The Societal Reaction Approach (Labeling Theory)
• Labeling theory is the view that the labels people are given affect their own and others’
perceptions of them, thus channeling their behavior either into deviance or into
conformity.
o "Primary" vs "Secondary" deviance
o Chambliss's "Saints and Roughnecks"
o Sykes and Matza's "Techniques of Neutralization" as justifications for deviant
behavior.
4. Control Theory – Travis Hirschi assumed that the family, school, and other social institutions
can greatly contribute to social order by controlling deviant tendencies in very individual.

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- Control theory advances the proposition that weak bonds between the individual and
society free people to deviate. By contrast, strong bonds make deviance costly. This theory
asks why people refrain from deviant or criminal behavior, instead of why people commit
deviant or criminal behavior. The control theory developed when norms emerge to deter
deviant behavior. Without this "control", deviant behavior would happen more often. This
leads to conformity and groups.
5. Conflict Theory - states that society or an organization functions so that each individual
participant and its groups struggle to maximize their benefits, which inevitably contributes to
social change such as political changes and revolutions.
- Deviant behaviors are actions that do not go along with the social institutions as what
cause deviance. The institution's ability to change norms, wealth or status comes into
conflict with the individual. The legal rights of poor folks might be ignored, middle class are
also accepted; they side with the elites rather than the poor, thinking they might rise to the
top by supporting the status quo.
- This theory also states that the powerful define crime. This raises the question: for whom is
this theory functional? In this theory, laws are instruments of oppression: tough on the
powerless and less tough on the powerful.
III. Social Control of Deviance

• In order to regulate nonconformity with the social norms, society created measures in
order to limit deviance.
• Social control refers to the efforts if a group or society to regulate the behavior of its
members in conformity with established norms.
• Social control includes the use of behavioral restraints to encourage people to follow set
social expectations.
There are two types of consequence:
1. Informal consequence
• These are unofficial, often casual pressure to conform
• Positive informal sanctions involve reward for conformity or compliance
o Examples: smiles, kiss, affirmation, or words of approval
• Negative informal sanctions involve penalties for not conforming
o Example: ridicule, ostracism rejection or even expulsion
2. Formal consequence
• These are official, institutionalized incentives to conform and penalties for
deviance.
• These are needed in large and complex societies
• The criminal justice system is the most important and visible institution of social
control.
• These may take the form of arrest, pre-trial, sentencing or imprisonment.
C. SOCIAL STRUCTURES
✓ The process of socialization as operationalized in the context of these agents
requires an understanding of the social structure one belongs to.
MAJOR COMPONENTS:
1. Culture refers to the binding mechanism of the society.
2. Social Class refers to a group of individuals who occupy a similar position in the
economic system of production

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a. Examples: Upper class, Middle Class, Lower Class

3. Social Status is a recognized set of social position that an individual occupies
• Social statues can be classified into two:
Ascribed Status Achieved Status
Those which are assigned to the It is acquired by choice, merit, or
individual since birth individual effort
It involves little personal choice like age It is made possible through special
and sex abilities or talents, performance or
opportunities
It carries with its certain expectation of Choice in occupation, marriage, joining
behavior a religious organization are example
• The essential in social role playing are:
o A definition of the role and an identification of self.
o Behavior in given situations appropriate to the role.
o Background of related acts by other (counter roles) which serve as cues to guide
specific performances.
o An evaluation by the individual and by others of the performance of the roles.
Examples: being a student, being a child, being a peer, being a customer,
etc.
4. Social Roles are set of social behaviors expected of someone who fills a particular
status
a. Examples: studying, taking exams are expected behaviors associated with
being a student
5. Groups consists of people who regularly and consciously interact with one
another.

Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
III. ASSESSMENT ACTIVITY 4: PERFORMANCE CHECK

INSTRUCTION: Enact two (2) deviant acts you observed in your community then take
photos. Write a description on the photos. After, answer the question that follows. (35
points)
Template/format to follow:
Name:
Community location and brief description (5 POINTS):
PART I (20 POINTS)

Photo #1 Description of the photo.
Photo #2 Description of the photo.
PART II (10 POINTS)
Do you agree that there is a need for a humane approach towards those who are
labelled deviant? Why or why not?
CRITERIA IN CHECKING PART I: CRITERIA IN CHECKING PART II:
Each Photo: (3)(2) Content: (7)(5)(3)
Clarity • Presents argument in organized
Each Description: (7)(5)(3) manner.
• Content including relationship of the • Includes in-depth discussion of
photo with the community. argument.
• Technicalities including grammar and Technicalities (3)(1)
proper use of punctuation marks.
IV. ADDITIONAL REFERENCES:

Arnon, S., Shamai, S., & Ilatov, Z. (2008). SOCIALIZATION AGENTS AND ACTIVITIES OF YOUNG
ADOLESCENTS. ADOLESCENCE, 373-397.
V. REFERENCES:
• Agnew, R. (2009). Juvenile delinquency: Causes and control (3rd ed.). New York: Oxford
University Press, Inc.
• Carayugan, M., Malit-Alicante, F. (2014) Development of Sociology Handbook through
Assessing Importance and Relevance of Sociology Topics. Baguio City: University of the
Cordilleras.
• Kubrin, C., Stucky, T., & Krohn, M. (2009). Researching theories of crime and deviance.
New York: Oxford Press, Inc.
• Lanuza, Gerry M. (2016) Understanding Culture, Society, and Politics. First edition. Manila :
Rex Book Store
• Madrid, R., Santarita, J. (2016) Understanding Culture, Society, and Politics. Quezon City:
Vibal Group, Inc.
• Shoemaker, D. (2005). Theories of delinquency: An examination of explanations of
deviant behavior (5th ed.). New York: Oxford University Press, Inc.
• The sociological conception of socialization. Retrieved 02 January, 2017 from
http://www.sociology.org/what-is-socialization/
• Socialization. Retrieved 02 January, 2017 from
http://www3.ncc.edu/faculty/soc/feigelb/soc201online/summary/ch3.pd

Understanding Culture, Society and Politics
Tel. Nos.: (+6374) 442-3316, 442-8220; 444-2786;
442-2564; 442-8219; 442-8256; Fax No.: 442-6268 Name:
S.Y. 2020-2021 First Trimester Grade Level/Section:

MODULE 4 – UCSP Subject Teacher:


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Understanding Culture, Society, and Politics

Governor Pack Road, Baguio City, Philippines 2600

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

MODULE 4: BECOMING A MEMBER OF SOCIETY:

Socialization can be described from two points of view:

Lesson 5: Socialization, Conformity & Deviance

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

1. Family. Most important agent of socialization; the center of a child’s life;

Lesson 5: Socialization, Conformity & Deviance

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

B. Conformity and Deviance

• Nonconformity of an individual would mean deviation from acceptable social norms

Lesson 5: Socialization, Conformity & Deviance

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

•Location: A person speaking loudly during a church service would probably be

II. Sociological Theory of Deviance

Merton’s Deviance Typology

Lesson 5: Socialization, Conformity & Deviance

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

Lesson 5: Socialization, Conformity & Deviance

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

III. Social Control of Deviance

Lesson 5: Socialization, Conformity & Deviance

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

a. Examples: Upper class, Middle Class, Lower Class

Lesson 5: Socialization, Conformity & Deviance

MODULE 4– UCSP Subject Teacher: KIMBERSON P. ALACYANG

III. ASSESSMENT ACTIVITY 4: PERFORMANCE CHECK

PART I (20 POINTS)

IV. ADDITIONAL REFERENCES:

Lesson 5: Socialization, Conformity & Deviance

S.Y. 2020-2021 First Trimester Grade Level/Section:

Lesson 5: Socialization, Conformity & Deviance

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