ANNASTASIA ORAEGBUNEMM.ED.; EDUCATIONAL LEADERSHIP AND POLICY

OISE-UNIVERSITY OF TORONTOGSRC−APRIL, 2016

PRESENTS FACTORS OF SOCIALIZATION: IMPACT OF NATURE

AND NUTURE IN EDUCATION OUTCOME.

INTRODUCTION:

Concept of Socialization; Levels, Agents and Factors of socialization

Nature and Nurture role to educational outcome

Educational Outcome

SOCIALIZATION

WHAT IS SOCIALISATION?

IS A LIFETIME PROCESS BY WHICH AN INDIVIDUAL INHERIT AND LEARN THE HABIT, CULTURAL VALUE, SOCIAL NORMS AND SKILLS THAT ARE REQUIRED TOWARDS BECOMING SOCIAL FIT

LEVEL OF SOCIALISATION

Primary LevelSecondary level

Adult Level

AGENTS OF SOCIALISATION

Technology

FACTORS OF SOCIALIZATION

THE AGENTS OF SOCIALISATION ARE INFLUENCES BY TWO MAJOR FACTORS

NATURE (Biological Inheritance);The agents of socialization classified under nurture factors are:

Family (parents and siblings, as well as the immediate and extended relatives)

Ethnic background/ Nationality

NURTURE(Social Environment);The agents of socialization classified under nurture factors are:

Schools, Peer group Media/technology Social groups; clubs etc. Religion

PERCEPTIONS OF FACTORS OF SOCIALISATION

NATURE(HEREDITARY)

• FAMILY;

• AS A MIRROR*** MIRROR−I PERCEIVE FAMILY AS A FACET OF PERSONALITY STRUCTURE. A REFLECTION OF HUMAN IDENTITY.

• AS A LADDER*** LADDER−I CONCEIVE FAMILY AS A SERIES OF STEPS BETWEEN TWO UPRIGHT LENGTH (STAGES OF INDIVIDUAL DEVELOPMENT) OF WHO AN INDIVIDUAL IS AND WHO YOU WANT TO BE

NURTURE(ENVIRONMENT)

• SCHOOL (HIGHER EDUCATION);

• AS A HUB*** HUB IS AN ORGANISATIONAL SYSTEM THROUGH WHICH MAJOR INSTITUTIONAL SECTORS INTERSECT,

• SIEVE*** A SIEVE FOR STRATIFICATION AND DIFFERENTIATION OF POPULATION IN THE SOCIETY

• INCUBATOR***AN INCUBATOR THAT CHANGES INDIVIDUAL RELATIONSHIP AND NETWORKS AND

• TEMPLE***A TEMPLE FOR THE SACRALISATION OF KNOWLEDGE AND SECURE INQUIRY STEVEN ET AL., 2008

Family vs School, which plays a vital role to human socialisation?. 

WHAT I PERCIEVE FAMILY LIKE AS AN AGENT OF SOCIALISATION

Family as a Mirror Family as a lather

FAMILYThe parents and siblings, Immediate and extended relatives: Father (grand father, step father) Mother(grand mother and or step

mother) Sisters (step sister) Brothers (step brother) Uncles (paternal and maternal) Aunties (paternal and maternal) Nephews Nieces In-laws Cousins (1st, 2nd etc.)

Family as a Mirror; a reflection of

individual identity.

Immediate and extended relatives

The parents and siblings

Family as a Ladder

Son-Father Reflection

Family as a Mirror; a reflection of

individual identity.

Immediate and extended relatives

The parents and siblings

Family as a social Ladder; series of steps to inherited social mobility

As a social Incubator

As a Hub

As a Temple

Those aforementioned agents of socialisation have great impact on the learning and developmental goals that are based on educational achievements. For example; the knowledge, skills, attitudes, and values that learners need, for them to be successful at work, and community are mostly obtained from homes and schools. What an individual know, understand, and are able to do, in order to be an educated person, also to meet the demands that the future would place such as, the demands of complexity, diversity, and globally interdependency.

Students' Involveme

ntStudents’ Features

School resources

Educational Outcome

Educational Outcome

• School quality• Effective teaching • Safe Learning Environment

• Social placement• Social integration• Social mobility

• Academic achievement• Curious to learn• Diligent in learning

• Community and parents involvement

• Academic Assessment• Teaching method Students'

Involvement

Students’ Features

School resources

Educational

Outcome

Educational Outcome

Horizontal Social mobility: Transition to a new position

without the change in status. Indicating a change within the range of the same position or status.

Vertical social mobility: Individual transition from one social economic status to another. Change in class, occupations or power positions.

Social Mobility

• Social placement• Social integration• Allude to two type of social mobility

EDUCATIONAL OUTCOME AS A PROCESS OF SOCIALISATION

EVIDENCE OF NATURE AND NURTURE IN EDUCATION.

In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an outcome of biological inheritance (nature) and the social environment (nurture)

Students learn better when Instructional practices are outdoors (environment), and nature-based (biological inheritance). Outdoor experiences (extra-curricular activities) increases students' social and academic achievement and contribute to the development of critical thinking and problem-solving skills. Open air and nature-based instruction in the outdoors has been shown to reduce poor behavior and increase academic achievement (Peterson, 2011)

EVIDENCE OF NATURE AND NURTURE IN EDUCATION.

In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an outcome of biological inheritance (nature) and the social environment (nurture)

Students learn better when Instructional practices are outdoors (environment), and nature-based (biological inheritance). Outdoor experiences (extra-curricular activities) increases students' social and academic achievement and contribute to the development of critical thinking and problem-solving skills. Open air and nature-based instruction in the outdoors has been shown to reduce poor behavior and increase academic achievement (Peterson, 2011)

Children raised in isolation: Demonstrate importance of social interaction in socialization process (Dodge, 2004)

EVIDENCE OF NATURE AND NURTURE IN EDUCATION.

In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an outcome of biological inheritance (nature) and the social environment (nurture)

Students learn better when Instructional practices are outdoors (environment), and nature-based (biological inheritance). Outdoor experiences (extra-curricular activities) increases students' social and academic achievement and contribute to the development of critical thinking and problem-solving skills. Open air and nature-based instruction in the outdoors has been shown to reduce poor behavior and increase academic achievement (Peterson, 2011)

Children raised in isolation: Demonstrate importance of social interaction in socialization process (Dodge, 2004)

Infants in orphanage and infants in prison nursery: Demonstrates importance of social contact in development of human infants (Dodge, 2004)

EVIDENCE OF NATURE AND NURTURE IN EDUCATION.

In the view of many scholars (French, 2003; Dodge, 2004 ; Peterson, 2011) human behaviour is an outcome of biological inheritance (nature) and the social environment (nurture)

Students learn better when Instructional practices are outdoors (environment), and nature-based (biological inheritance). Outdoor experiences (extra-curricular activities) increases students' social and academic achievement and contribute to the development of critical thinking and problem-solving skills. Open air and nature-based instruction in the outdoors has been shown to reduce poor behavior and increase academic achievement (Peterson, 2011)

Children raised in isolation: Demonstrate importance of social interaction in socialization process (Dodge, 2004)

Infants in orphanage and infants in prison nursery: Demonstrates importance of social contact in development of human infants (Dodge, 2004)

Socialization is essential to physical wellbeing, social competence of infants, and self discovery (French, 2003)

REFERENCES

Dodge, K. A. (2004). The nature-nurture debate and public policy. Merrill – Palmer Quarterly, 50(4), 418-427. Retrieved from http

://myaccess.library.utoronto.ca/login?url=http://search.proquest.c om/docview/230094063?accountid=14771French, F. (2003). Revisiting Nature Vs. Nurture: Implications for the Teaching/Learning Process. Education Canada, 43(2), 20-23

Peterson, K. M. (2011). Nature, nurture, knowledge: The promise of experiential learning for students with special needs (Order No. 3495792). Available from ProQuest Education Journals. (924460410). Retrieved from http://myaccess.library.utoronto.ca/login?url=http://search.proquest.com/docview/924460410?accountid=14771Stevens, M., L., Armstrong, E., A., & Arum, R. (2008): Sieve, Incubator, Temple, Hub: Empirical and Theoretical Advances in the Sociology of Higher Education. Annual Review of Sociology, Vol. 34: 127-151- DOI: 10.1146/annurev.soc.34.040507.134737

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