UNIT ONE: INTRODUCTION TO SOCIOLOGY OF EDUCATION
Introduction
In this unit, we shall discuss the relationship between sociology and education and hence sociology of education. We shall also discuss the unique ways in which sociology attempts to solve human problems called sociological perspectives. The types and use of each type of perspective in solving educational problems will also be discussed.
Definition of Sociology
Sociology is defined as the scientific study of human society and social behavior. It involves the study of how people interact in groups, how societies are organized, and how social institutions like the family, religion, and education shape human behavior.
In simple terms, sociology helps us understand how people live and behave together in society. For example, if we study how students behave in school and why some students perform better than others, we are doing sociology. It explains how our background (like family, culture, religion, and class) affects the way we learn, act, or succeed.
Definition of Education
Education is a process through which individuals acquire knowledge, skills, values, and attitudes. It helps people develop their abilities, become responsible members of society, and prepare for adult life.
Simply put, education is learning that happens in school or through life experiences. For example, when children learn how to read, write, or solve problems in school, they are being educated. It also includes learning how to live with others, behave well, and become useful citizens.
Meaning of Sociology of Education
Sociology of education is the study of how education and society influence each other. It looks at how schools are affected by the society around them and how education can help solve social problems.
To explain more clearly, sociology of education asks questions like: Why do some students drop out of school? Why do boys sometimes perform better than girls, or vice versa? It helps teachers and school leaders understand learners better by considering the learners’ environment, background, and experiences. For example, if many students from poor families fail exams, sociology of education helps us find out why and how to help them.
Importance of Sociology of Education to the Teacher
Sociology of education is very important to teachers. It helps them understand their students better and teach them in ways that meet their social and academic needs.
For example, if a teacher knows that some students are from broken homes, he or she may give them more attention and emotional support in class. Sociology of education also helps teachers know how cultural beliefs, religion, peer pressure, or economic conditions affect learning. It helps in managing the classroom better and building a good teacher-student relationship.
Definition of Sociological Perspective
A sociological perspective is a way of looking at society and human behavior. It helps us see how social forces affect individuals and groups.
In simple terms, it is like wearing a special pair of glasses to look at society. It helps us ask: Why are things the way they are? For example, why do some children come to school hungry? Why do some communities value education more than others? These questions help us understand education in a deeper way.
Types of Sociological Perspectives
There are three major types of sociological perspectives: Functionalist, Conflict, and Symbolic Interactionist perspectives. Each one sees society in a different way and helps explain how education works in society.
1. Functionalist Perspective
The functionalist perspective sees society as a system made up of different parts (like family, school, and religion) that work together to keep society stable and peaceful. Education, according to this view, helps maintain the smooth running of society by teaching knowledge, values, discipline, and preparing children for future roles.
Example: In school, students learn to follow rules, respect authority, and work hard. These help them become good workers and law-abiding citizens in future.
2. Conflict Perspective
The conflict perspective sees society as being made up of groups that compete for power and resources. This view believes that education benefits the rich and powerful more than the poor and weak. It says that schools sometimes help to maintain inequality by giving more opportunities to children from wealthy homes.
Example: In many societies, children from rich families attend better schools and get better jobs, while poor children struggle. This creates an unfair system. The conflict perspective helps us see and correct these injustices.
3. Symbolic Interactionist
Perspective
This perspective focuses on everyday interactions between people in schools and how these interactions shape students’ behavior and identity. It looks at how teachers and students communicate and the meanings they give to actions.
Example: If a teacher believes a student is dull and treats them that way, the student may start acting dull. This is called labelling. On the other hand, if students are encouraged and praised, they are likely to do better. This perspective shows how powerful words and treatment in the classroom can be.
Conclusion
In conclusion, sociology of education is a very useful field that helps teachers, educators, and policymakers understand how society affects education and how education can solve social problems. By using sociological perspectives, we can see clearly what is working and what needs to be improved in the education system. Teachers who understand sociology of education are better prepared to meet the needs of their students and create a better learning environment for all.
UNIT
TWO: THE ACTION AND CONFLICT PERSPECTIVES
Introduction
In
Unit One, we studied the functionalist perspective which emphasizes the
importance of society as a whole over the individual. In this unit, we now
consider the action perspective, which gives more focus to the
individual and how people interpret their realities. Unlike functionalism which
claims objectivity and structure, the action perspective is rooted in
subjectivity and the meanings individuals give to their actions. The
methodologies differ greatly, with action theorists prioritizing individual interpretations
over social constraints.
We
also introduce the conflict perspective, which, like functionalism,
looks at the whole of society, but unlike functionalism, it rejects harmony and
consensus. Conflict theorists argue that society is driven by inequality,
competition, and exploitation. In this unit, we will explore the varieties of
both the action and conflict perspectives and how they impact the institution
of education.
The Action Perspective
The
action perspective focuses on the individual rather than society as a
whole. Unlike the functionalist view, which sees society as a system that
shapes individual behavior, action theorists believe society is the result of
human interactions and interpretations. They argue that people create society
through their daily actions and the meanings they attach to them.
Example: In a classroom setting, action theorists would look at how
students and teachers interpret and respond to one another. A teacher's praise
might be interpreted differently by different students depending on their
background and self-image.
This
perspective owes much to the work of Max Weber, who introduced the
concept of Verstehen (understanding). He believed that to understand
social behavior, one must understand the meanings individuals attach to their
actions. This subjective approach challenges the rigid, large-scale analysis of
functionalists like Durkheim and Parsons.
Action Perspective and Subjective Reality
The
key unifying idea among action theorists is the importance of subjective
reality. They believe that to understand human actions, we must understand
the personal meanings individuals attach to those actions. According to Jack
Douglas (1971), no scientific study of human behavior is complete without
considering individuals' subjective experiences.
Example: A school assembly might be officially seen as a unifying
event. However, students may see it as boring or authoritarian. The action
perspective urges us to consider these personal views, not just the official
intention.
This
approach also challenges the notion that sociological knowledge can be
objective. Action theorists argue that general patterns and group behavior are
only useful if we also examine individual experiences.
Varieties of the Action Perspective
Action
perspective branches into three main areas:
a. Interactionism
Interactionism
studies the process of social interaction. It focuses on how people
negotiate meaning through everyday interactions. Meaning is not fixed but
created and changed through communication.
Example: In a classroom, a student might challenge a teacher's
authority. The way both respond helps define their roles and shapes classroom
behavior.
b. Phenomenology
Phenomenology
is more focused on meaning than process. It looks at the assumptions and
knowledge individuals carry with them in social life, even when these are unconscious
or taken for granted.
Example: Students may follow school rules not because they agree
with them, but because they assume that rules are necessary to keep order.
c. Ethnomethodology
Ethnomethodology
examines the methods and practices people use to make sense of their
world. It looks at how social order is created through daily routines and
rule-following behavior.
Example: In marriages, while there are traditional roles, the actual
duties and power dynamics are constantly renegotiated between partners.
All
three approaches focus on individual actions and subjective meanings but differ
in emphasis: interactionism on interaction, phenomenology on meaning, and
ethnomethodology on social rules and routines.
Symbolic Interactionism: The Theory
Symbolic
interactionism, founded by G.H. Mead, is perhaps the most influential
action theory in education. It argues that humans use symbols,
particularly language, to communicate and construct social reality. These
symbols allow individuals to interpret their world and respond accordingly.
Example: When a teacher calls a student "smart," the
student may start to see themselves that way and act accordingly. This
self-concept is formed through interaction and symbol exchange.
Mead
identified three roles of symbolic language:
- Organizing and storing
experiences.
- Sharing understanding with
others.
- Applying knowledge to new
situations.
Here is a simplified exam-ready breakdown of the entire content you posted, using paragraph explanations under each subheading from the textbook. I’ll include clear explanations and examples for easy understanding.
Symbolic Interactionism
📌 Key Idea:
“Symbolic interactionism stresses that meaning is created through interaction, and social roles are constantly being formed and re-formed based on those interactions.”
Explanation:
This perspective believes that people don't just act automatically. Instead,
they interpret the situations they are in and respond based on the meanings
they attach to people, events, and symbols. These meanings are learned through
social interactions. For example, a student might raise their hand in class
because they have learned that this is a symbol of respect or a way to get
permission to speak.
Development of
Individual Choice and Role (Hargreaves, 1972; Meighan, 1986)
Textbook Idea:
“The ability to choose from a range of response options developed in the
mind of the individual helps to liberate them from natural constraints.”
Explanation:
Humans aren't like animals who simply react to their surroundings. We can think,
reflect, and choose how to respond to situations. This freedom comes with
increased self-awareness. For instance, if a teacher scolds a student, the
student doesn’t have to cry or argue immediately. They can pause, consider the
consequences, and choose how to respond.
Example:
A student might be tempted to talk back to a teacher, but after considering the
risk of punishment, they decide to stay quiet.
🔷 Formation of Social Roles and Meaning (Meighan, 1986)
Textbook Idea:
“Through interaction, social identities, meanings, and roles are created,
maintained, or changed.”
Explanation:
We define ourselves based on how others treat us and how we see ourselves in
interaction with them. Social roles (e.g., student, teacher, parent) aren't
fixed; they evolve based on how people behave and interpret situations.
Example:
If a teacher consistently praises a student, the student may start seeing
themselves as intelligent and act more confidently. On the other hand, being
ignored may cause a student to disengage.
🔷 Importance of Meaning and Role Negotiation
Textbook Idea:
“To understand an event, one must know how the actors define the situation
and how those definitions intersect.”
Explanation:
Every person in a social setting may interpret a situation differently. These
interpretations influence how they act. When people interact, they negotiate
roles and meanings. Sociologists must understand these personal definitions to
truly grasp what’s happening.
Example:
A teacher giving homework might think it's helpful, but a student may see it as
punishment. Understanding both views helps explain any tension in their
relationship.
🔷 Limits of Individual Awareness (Meighan)
Textbook Idea:
“We should not assume people are always aware of the full meaning or
consequences of their actions.”
Explanation:
People are not always fully conscious of why they do certain things. Some
actions are unplanned or have unintended consequences. Researchers must observe
not only what people say they are doing but also the effects of their actions.
Example:
A teacher may think they are treating all students fairly, but unknowingly,
they may call on boys more than girls, affecting how students view gender
roles.
🔷 Basic Principles of Symbolic Interactionism (Ritzer,
1996)
Let’s simplify each of the seven principles listed:
1. Humans can think – We don’t just react; we reflect and plan.
2. Thinking is shaped by social interaction – We learn how to think by interacting with others.
3. We learn symbols and meanings through interaction – Language and gestures get their meanings from people.
4. These meanings allow complex interactions – They help us work together and understand each other.
5. Meanings can change – We adapt our understanding based on new situations.
6. We can think about our own behavior – We assess actions before choosing what to do.
7. These interactions form society – Society is the result of many small interactions.
🔷 Method and Its Impact on Education
Understanding Meaning Through Ethnographic Methods
Textbook Idea:
“Symbolic interactionists try to understand meaning by focusing on
participants’ interpretations.”
Explanation:
Researchers focus on how students and teachers understand and react to
situations rather than just looking at test scores or policies. They use
methods like observation and interviews to understand behavior in context.
Example:
A researcher might observe a classroom and interview students to understand why
some feel excluded in group work.
🔷 Symbolic Interactionism and Education (Meighan, 1986)
Textbook Idea:
“The method encouraged the emergence of the new sociology of education.”
Explanation:
This approach shifted attention from top-down views of education (like national
policies) to what actually happens in classrooms. It studies how teachers and
students shape schooling through everyday actions and interpretations.
Example:
How students define "a good teacher" may vary by background. One
group may value strictness, another kindness.
The Curriculum
and Cultural Meaning
Textbook Idea:
“The curriculum is more than subject matter—it’s a system of meanings.”
Explanation:
Curricula reflect the culture and values of the people who design them. If a
curriculum doesn’t reflect the cultural background of students, it can feel
irrelevant and cause underachievement.
Example:
If black students are taught only European history and literature, they may
feel disconnected or undervalued in the system.
New Assumptions
from Symbolic Interactionism (Wilcox, 1982)
Here are five guiding ideas of symbolic interactionist research:
1. Suspend personal bias – Researchers must not judge but try to understand others’ views.
2. Make the familiar strange – Question things that seem normal to uncover hidden meanings.
3. Study context – Understand the environment and background where actions take place.
4. Build relationships with participants – Trust leads to deeper insights.
5. Stay in the field long enough – Time helps identify patterns and meanings.
🔷 Summary of Educational Impact
Explanation:
Symbolic interactionism helped create a “new sociology of education” that
questions assumptions. Instead of blaming underperformance on students, it
looks at school systems, curriculum relevance, and teacher-student interaction.
Example:
Rather than assuming poor grades mean students are "weak," this view
might examine if the teaching method fits the student's cultural background.
✅ Action Perspective
- Focuses on individual actions and how people interpret the world around them.
- Emphasizes social
interaction, meanings, and understanding behavior
through daily experiences.
Examples:
- A student behaves well in class
because they believe the teacher respects them.
- A teacher’s reaction to
students may change based on how the students act or speak.
✅ Symbolic Interactionist Theory
- A branch of the action
perspective.
- Focuses on symbols, language,
and how meanings are shared and changed in interactions.
- Believes that reality is
socially constructed through communication.
Examples:
- A teacher may label a child as
"bright" or "dull" based on interaction.
- These labels affect how
students see themselves and perform.
✅ Conflict Perspective
- Sees education as a tool used
by powerful groups to maintain control.
- Schools reinforce inequality,
favor the rich, and preserve the status quo.
Examples:
- Poor students may not have
access to good schools.
- Rich students get better
facilities and opportunities, keeping them in power.
UNIT THREE: THE CONCEPTS OF SOCIOLOGY AND CULTURE
INTRODUCTION
This unit focuses on understanding what a society is, how it connects with education, and how culture plays a role in the learning process. Previously, we looked at sociological perspectives on education. Now we dig deeper into the core elements that shape a society — namely, society itself and its culture.
OBJECTIVES
By the end of this unit, you should be able to:
1. Define society and culture
2. List the features of a society
3. Describe the relationship between society and education
4. Explain the content of culture
5. Discuss the role of culture in education
THE MEANING OF
SOCIETY
In simple terms, a society is a group of people who live together in an organized way, sharing common interests, values, and goals. Humans are social beings, and we live in groups where we interact and influence one another. These groups form larger systems called societies. While the term community refers broadly to people living in the same area (regardless of social roles), society is more specific — it refers to people who understand their roles, responsibilities, and share a common set of beliefs and values.
Example: In a village, everyone lives together — that’s a community. But only those who understand their social responsibilities and take part in decision-making or cultural practices form the society within that community.
Levy (1950) gives four criteria that must be fulfilled for a group to be considered a society:
1. It must last beyond the lifetime of individuals.
2. It must reproduce itself (biologically or socially).
3. Members must share common goals and values.
4. It must be self-sustaining — capable of continuing without outside help.
CODES OF CONDUCT
IN A SOCIETY
To keep a society united and peaceful, there are certain social rules or expectations that people follow. These include cohesion, conformity, cooperation, participation, and interaction.
1. Cohesion
Cohesion means unity or the strength of the bond
that holds society together. When people depend on each other (like through
jobs or services) and respect shared roles, society becomes stronger.
Example: In a school, teachers, students, and administrators
all play different roles, but together they form a cohesive unit.
2. Conformity
Conformity refers to the way people follow social rules or norms. Sometimes, people follow these rules because they believe in them (internal), and other times because they fear punishment or want acceptance (external).
Example: A student might wear a school uniform because it’s the rule (external) or because they believe it promotes equality (internal).
📌 3. Cooperation
This is when people work together for mutual
benefit. Everyone performs their role to support the larger society.
Example: A teacher teaches; a janitor keeps the school clean;
students study — all cooperating to make the school function.
📌 4. Participation and Interaction
People must take part and interact
for society to work. Interaction should have a purpose, involve mutual
awareness, and be influenced by past experiences.
Example: Group work in class promotes interaction and helps
students learn cooperation and tolerance.
🔷 EDUCATION AND SOCIETY
Education is the bridge between the individual and society. Through education, children learn how to behave, what is expected of them, and how to contribute to society. Personality, which includes physical, emotional, and mental traits, is developed through both heredity (what we’re born with) and the social environment (like school, family, and culture).
Example: A child may be born smart (heredity), but without education or good social surroundings, that intelligence may not be developed.
Education doesn’t happen in isolation; it reflects the goals, values, and culture of the society. Therefore, schools don’t just teach reading and writing — they also teach children how to live in society.
🔷 THE CONCEPT OF CULTURE
Culture is the total way of life of a people — how they live, think, behave, and relate to others. It includes things like language, beliefs, customs, art, laws, traditions, and moral values. It’s what makes one group of people different from another.
Taylor (1902) defined culture as the “complex whole” that includes everything man learns as a member of society. This includes tools, customs, beliefs, ideas, and institutions. Each society has its own culture, and no culture is exactly the same.
Example: In one culture, greeting elders by kneeling may be a sign of respect; in another, it might be bowing.
🔷 CHARACTERISTICS OF CULTURE (Ezewu, 1983)
📌 a. Culture is Organic and Supra-Organic
Culture is organic because it
involves living humans and supra-organic because it lasts
beyond the life of any one individual.
Example: People may die, but their language and customs are
passed down.
📌 b. Culture is Overt and Covert
Some parts of culture are visible
(like clothes and festivals), while others are hidden (like
beliefs and attitudes).
Example: Celebrating a festival is overt; believing in good
luck is covert.
📌 c. Culture is Explicit and Implicit
Some cultural practices are clearly understood
and explained (explicit), while others are followed without
clear reasons (implicit).
Example: Using right hand for greeting might be a rule people
follow without knowing why.
📌 d. Culture is Ideal and Manifest
Ideal culture refers to what
people believe should happen; manifest culture is what people
actually do.
Example: A society may believe in honesty (ideal) but still
have people who cheat (manifest).
📌 e. Culture is Stable and Yet Changing
Culture is passed from one generation to another,
but it can also adapt. When two cultures meet, one may
dominate or they may blend.
Example: The use of English language in African countries is a
cultural influence of colonialism.
📌 f. Culture is Shared and Learned
Culture is not inborn. People learn it
by growing up in a society.
Example: A child learns their culture by watching parents and
participating in community life.
🔷 CONTENT OF CULTURE (Wisler, 1923)
Culture includes many different areas of human life. These are:
1. Language and writing systems
2. Material life – food, shelter, clothing, tools
3. Art – music, dance, painting
4. Knowledge – science, myths, education
5. Religion – beliefs and rituals
6. Social practices – family systems, sports, inheritance rules
7. Property and economy – trade, ownership, value systems
8. Government – laws, politics
9. Warfare – methods and tools of conflict
Example: The way people marry, the food they eat, or the kind of government they have — all are part of their culture.
🔷 EDUCATION AND CULTURE
Education is the tool through which culture is passed on. It helps children learn their values, customs, language, and roles. According to scholars like R. S. Peters and D. J. O’Connor, education is the deliberate effort by society to transmit its culture to the next generation.
Morrish (1972) reminds us that culture isn’t just something from the past. It’s also relevant to the present and should guide the future. Schools must not only teach traditional values, but also help students adapt to modern society and shape its future.
Example: Teaching children their local language, history, and customs is a form of cultural education. But they should also learn digital skills and global citizenship.
In Africa, there's a need to adapt education to reflect local values rather than just copying Western systems. Malinowski (1943) warned that Western-trained Africans often feel caught between two worlds — not fully part of their traditional culture, nor fully accepted into the Western world.
Example: A student who only learns about Shakespeare but not about Chinua Achebe may struggle to feel connected to their own cultural roots.
✅ ACTIVITY QUESTIONS (Brief Guide)
1. Criteria for a group to be called a society:
· Must outlive individuals
· Must reproduce itself
· Must share values and goals
· Must be self-sufficient
2. Codes of conduct holding society together:
· Cohesion
· Conformity
· Cooperation
· Participation and interaction
3. Relationship between education and society:
· Education shapes individuals to become members of society
· It teaches values, customs, and responsibilities
· Society influences what is taught (education reflects culture)
Here is a clear, paragraph-based breakdown of Unit Four: Socialization, The Family and Education, using your textbook’s headings with simplified explanations and examples under each one. This is designed for exam preparation, touching every subheading:
🔷 INTRODUCTION
In society, people are expected to behave and interact in certain ways. These behaviors are learned through a process called socialization. Each society also has a unique way of raising its young to become responsible adults. This unit focuses on how socialization—through various agents like the family, school, peers, religion, and media—helps children become full members of society. Education plays a key role in this process.
🔷 OBJECTIVES
By the end of this unit, you should be able to:
1. Define socialization and family.
2. Explain their importance in a child’s education.
3. Identify the agents of socialization.
4. Describe the process of socialization.
SOCIALISATION
Textbook Definition:
Socialization is the process through which individuals acquire the knowledge,
skills, habits, norms, and values that help them become integrated members of
society.
Simplified Explanation:
This process teaches children how to behave, what their culture expects, and
how to relate to others. It starts at birth and continues throughout life.
Without socialization, culture and society would not survive beyond one
generation.
Example:
A child learning to say "please" and "thank you" or
respecting elders is undergoing socialization.
🔷 IMPORTANCE OF SOCIALISATION
As listed by Peretomode (1995):
1. Prepares
the individual to function in society:
Socialization equips individuals with the behaviors and knowledge needed to
interact effectively.
2. Instills
discipline:
Through it, people learn social rules like using the toilet properly or
respecting others.
3. Builds
aspiration:
It helps people set goals, like becoming a doctor or teacher.
4. Shapes
identity:
Our sense of self is formed through the experiences socialization offers.
5. Ensures
continuity of culture:
Customs and values are passed from one generation to another.
6. Enables
communication and cooperation:
People learn the same language and values, which allows them to live together
peacefully.
Example:
A child learns to wait their turn and follow school rules, which helps them
function in a classroom and later in society.
🔷 AGENTS OF SOCIALISATION
These are the people, groups, or institutions that contribute to a child's social development.
🔹 THE PEER GROUP
Definition:
A group of individuals of similar age and status who share interests and interact
regularly.
Explanation:
Peer groups aren't formal like families or schools, but they shape behavior
powerfully. They help children become more independent, form their own
identities, and learn from others outside the family.
Examples:
· A child may learn slang or popular games from friends.
· Peer pressure can either encourage good behavior or lead to bad habits (e.g., cheating or joining cults).
Importance:
Peer groups expose children to new ideas, behaviors, and values. They help
build social confidence and broaden their perspective beyond the home.
🔹 THE SCHOOL
Explanation:
The school is a formal institution that teaches children knowledge and skills
through a curriculum. It also passes on values like obedience, respect,
cooperation, and patriotism.
Example:
By learning history and civic education, students come to understand their
country’s values and expectations.
Importance:
The school prepares students for life outside the family and introduces them to
a wider social world.
🔹 THE CHURCH AND THE MOSQUE
Explanation:
Religious institutions teach moral values, ethics, and spiritual development.
They shape beliefs and social behavior. Although they differ in teaching
methods from schools, they also play a strong role in socializing children.
Example:
A child learning to pray, fast, or obey religious commandments is undergoing
religious socialization.
Teacher's Role:
Teachers should help resolve conflicts that may arise between religious and
academic teachings without forcing personal beliefs.
🔹 THE MASS MEDIA
Includes:
Books, newspapers, television, radio, internet, films, posters, etc.
Explanation:
The media is a powerful socializing agent, even though it’s not formal like
schools. It influences values, behavior, and thinking through what it shows and
says.
Example:
· Educational shows teach science or language skills.
· On the other hand, violent movies or unfiltered internet content can negatively affect behavior.
Importance:
If properly managed, media can support learning. Parents and teachers must
guide children on how to use it wisely.
🔷 ACTIVITY 1 (Guided Help)
1. Examine
the term socialization and discuss its importance:
Socialization is the process of learning how to behave and interact in society.
It is important because it:
· Teaches cultural values and norms.
· Helps form identity.
· Maintains social order.
· Prepares individuals for roles in family, school, and work.
· Transmits culture from one generation to another.
2. Critically discuss four agents of socialization:
· Family: Primary socializer; teaches language, values, and emotional support.
· School: Teaches academic skills and societal values like discipline.
· Peer Group: Teaches independence, cooperation, and group behavior.
· Mass Media: Exposes individuals to new ideas, trends, and global cultures.
🔷 THE FAMILY
Definition:
A group of people related by blood, marriage, or adoption. In Africa, it
includes the extended family like uncles, aunts, and cousins.
Functions:
· Childbirth and upbringing.
· Teaching basic skills, values, and behavior.
· Providing emotional and social support.
Example:
A child learns to greet visitors, respect elders, and do chores from home.
🔷 TYPES OF FAMILY
1. Monogamous: One man and one woman with children (nuclear family).
2. Polygamous: One man, multiple wives, and children.
3. Monandrous: A man lives with a woman in her household under her authority.
4. Polyandrous: A woman has multiple husbands.
5. Group family: Communal family with no sexual restrictions (extremely rare).
6. Extended family: Includes uncles, cousins, and grandparents; common in Africa.
Importance:
The family is the first and most important socializing agent. It forms the
foundation of a child’s personality and future success.
🔷 FAMILY’S INFLUENCE ON EDUCATION
Explanation:
Family background, especially socio-economic status, strongly affects a
child’s:
· Attitude toward school.
· Academic performance.
· Career aspirations.
Example:
Children from educated families often do better in school because of parental
support and access to resources.
Teacher’s Role:
Teachers should recognize family differences and work with parents to help children
succeed.
✅ FINAL SUMMARY
· Socialization is the lifelong process of learning values, norms, and behavior.
· Agents include family, school, peers, religion, and media.
· The family plays the first role and continues to influence throughout life.
· Education is both a means and result of effective socialization.