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The Socialization Community. INSTITUTION Michigan Univ., Ann Arbor DOCU E T RESUME ED 055 929 SO 001 611 AUTHOR Lippitt, Ronald O. TITLE The Socialization Community. INSTITUTION Michigan Univ., Ann Arbor. Center for Research on Utilization of Scientific Knowledge. PUB DATE 69 VOTE 25p. EDRS PRICE MF-$0.65 Hc-$3.29 DESCRIPTORS Action Programs (community); *Community Action; Community Change; Community Development; *Community Education; Community Involvement; Community Organizations; Community Resources; Conceptual Schemes; Human Relations Programs; Human Resources; Social Change; Social Environment; *Socialization; *Social Planning; Social Relations; Social Services *Social Systeos; Youth ABSTRACT This paper develops a conceptual framework as aguide for research analysis and the designing ofexperimental interventions aimed at the improvement of the socialization process ofthe community..Socialization-agents are the parents, older and like-age peers, formal education agencies,churches, leisure time child and youth serving agencies, legal enforcement andprotection'agencies therapeutic, rehabilitative, and resocialization services,employers and work supervisors, political socializers, and mass.media agents. Generally these socialization agents deprive themselvesof the dialogues they critically-need aboutideals, goals, anddesired outcomes. The young-cope with the complexityof -pluralism of inputs in several waIs; their biggest problem being thechallenge to more effectiielr influencethe Structure .and functioning of the socialization community so that:they can-meet their-needs and_ grow and-develop. Communication between the segments ofthe_.socialization -community;.team7buildingwith:the spcialization :agencies; development- and-.coOrdination,of Collaboratloti-betveen_professional-and volunteer resourdes will facilitate improving...the.socialiiativinproCeSs, Planned chantle.-efforts.-include-deviopment cv-_el"tesporary,°.system . team; internal data colledtion;-reViewS-and-deriv*tions frOr4 extern-41 resources; microeitperiences-for4eaderS;.-comMitSenttO.a :tryout' Teriod and Stipportive f01160'-through.':(Autilor/Vill) u.S. DEPARTMENT OF HEALTH.EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS VEENREPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DONOT NECES SARILY REPRESENT OFFICIAL OFFICEOF EDU- CATION POSITION OR POLICY. THE SOCIALIZATION COMMUNITY by Ronald O. Lippiti. Kno ledge Center for Research on theUtilization of Solent' ic The Institute for SOcialfteearch The UniVersity ofMi.chigan Ann Arbor, Michigan 1969 INTRODUCTORY PERSPECTIVES framework as a guide This paper attempts to develop a conceptual for research analysis andthe designing of experimentalinterventions Most of the work aimed at the improvement ofthe socialization process. has focused on processesof interaction between social- on socialization Anthropolo- ization agents and children,particularly young children. also focused on the gists, sociologists, and"social commentators" have influences characteristics and funct:oningof th/..f,total society as it look at the linkage be- personality formation. Most have neglected to the goals and tween the characteristicsof a national society and techniques of individual parentsand teachers. Our focus on what we the structure call the "socializationcommunity" attempts to examine and process of such linkage. DEFINING THE SOCIAL ZATIONCOM -UNITY "Every society has acritical vested interestin the procedures into the functioning and processes by whichthe young are socialized (Alex Inkeles, "Society,Social Structure, andChild of the society". Little Brown Socialization," Chapter 3 ofSocialization and Society, of the analyses by Levy and Co., 1968.) Inkeles, in his discussion of society in relation bpthe process of social- and others of the needs its young members ization, emphasizes that everysociety needs to have skills needed for learn some of the generalvalues, knowledges, and of the society. functioning as a committedand contributing member goals and means whichprovide effectiveself This means learning the readiness to respond control of disruptiveforms of behavior and a others "if one gets outof line" as a memberof to the sanctions of member Also, the society isinterested in having every the society. occupational roles acquire commitments andcompetencies to social and functioning and developmentof the society. that will maintain the the young be socialized In a rapidly changingsociety it is crucial that knowledges, and skillsrelevant to flexibility or into the attitudes, the obsolescence changeability because they mustbe prepared to prevent its survival and and deterioration of thesociety and contribute to this total process of"rais!ng the development. The key elements in and individuals whofrequently interact young" are the institutions links between These individualsand agencies are the with the young. activities the interests and needsof society and theactual learning cluster of influencesthe "social- of the young. We have called this ization community". -2- Most typically we think of community in other terms. We think of its economic functions which might bedesignated as the economic community, or we think of it as a physical communitylocated in a given physical ecology of buildings, transportation,communications, etc. But it is just as valid to think of the educational orsocial- ization community. In our analyses we have identified a number of clusters of personnel that have a delegated interest andresponsi- bility of influencing the development of the values,knowledges, and behaviors of the young. Each of the following clusters of institu- tions, agencies, and personnel has some type of programof social- ization, more or less planned, and publicly articulated as a program to influence the socialization of the youngmembers of the community. These clusters are: 1. The formal education agencies, public and private -- This includes the education programs from the pre- school through the community colleges and other in- stitutions of higher education. Some specialize in general education programs and others in more technical and specialized programs. All of them provide curricula, many compulsory, for theformal education of the children and youth of the commun- ity. 2. The churches Almost all churches have religious education programs for the young, with a special emphasis on values education. Many of the churches also provide other types of activity programs em- phasizing opportunities for sienificanteducational dialogue between adults and the young. A few have become involved in political socialization. The leisure time non-sch2211_s121ILLATLyouth serving agencies -- This largecluster of socialization agencies specialize in recreational,cultural, and "character education" programs. Many of them attempt to provide an orientation intocitizen roles and family life functions. Although many of the socialization agents are volunteers ratherthan professionals they all have delegatedsocialization responsibilities and some type of training to do their volunteer jobs of working withthe young. Th2_1t9al enforcement and rotection a encies This includes the pol ce juvenile bureaus, ju- veniie courts, traffic-safety agents, and school truant officers. All of these agencies and agents have responsibility for defining deviancyin terms of legal codes and exertingsanctions to prevent or correct deviant behaviorand to pro- tect the community from the disruptionsand destructions of deviant behaviors. 5 The thera.eutic, rehabilitative and resocializa- tion services -- This varied cluster of profession l helpers includes the counselors and therapists who work with various types of deviants, the remedial specialists who work with those who have fallen be- hind in various types of learning activity, and those working with the deprived and the handi- capped who require mcre intense and specialized socialization and educational opportunities. ,n2y2f.j_EcsuervisorsofEmloersandv the Young -- There are several types of personnel who have the responsibility for linking the young into the economic system of the community. Some of them act as trainers for occupational roles, others provide placement and referral services, recruit and make employment decisions, or act as work supervisors. All of these functions are re- lated to the socialization of the young into the economic community. The political socializers -- In the Americancommunity there is very little responsibility delegatedfor the political socialization of the young. In re- cent years some of the adult leadersinvolved in social protest and civil rights activities have taken some responsibility for socialization of the young into political roles. There has been little interest or responsibility shown by the regular political system. In addition to these seven clusters of personnel,paid and volun- teer, which have delegated responsibilityand articulateal programs of socialization in varying degrees, there are two additionaland very significant populations of socialization agents: 8. The parents The parents certainly have a delegated responsibility for the socialization of the young. Our interviews with a sample of professionalsocial- ization agents reveal that they perceive the parents as the most influential, at least inthe early years, and the most responsible for deviancy. On the other hand, the parents are neither paid nor trained to take responsibility for particularsocialization functions. They have a very crucial butanomalous position in the socialization community. 9. Older
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