UNIT 2 SOCIALIZATION AND GROWING

UP IN DIVERSE CONTEXTS
Structure
2.1 Introduction
2.2 Objectives
2.3 Concept of Socialization
2.3.1 Features of Socialization
2.3.2 Importance of Socialization
2.3.3 Types of Socialization

2.4 Socialization Practices in Different Cultures

2.5 Growing Up in Various Contexts
2.5.1 Growing up in various types of family structures
2.5.1.1 Traditional Family
2.5.1.2 Non-Traditional Family
2.5.1.3 Family Structure Based on Income
2.5.2 Parent-Child Relationship
2.5.2.1 Impact of Different Parenting Styles on Child Development
2.5.3 Growing in Adverse Situations
2.5.3.1 Children and poverty
2.5.3.2 Children in the war zone
2.5.3.3 Children in orphanages
2.5.3.4 Growing up as children of migrant workers
2.5.3.5 Growing up with disability
2.5.4 Growing up as a girl
2.5.4.1 Growing up in various habitation
2.5.4.2 Growing up in cities and rural areas
2.5.4.3 Growing up in a tribal community
2.5.4.4 Growing up in slum area

2.6 Implications for Teachers in understanding the growing up experiences of

children
2.7 Let Us Sum Up
2.8 Unit-End Exercises
2.9 Answers to Check Your Progress
2.10 References and Suggested Readings

2.1 INTRODUCTION
Every society tries to make a responsible member out of each child who is born into
it. The society socializes each member right from infancy till the last rites when s/he
leaves the world, rather the process of socialization begins even from conception.
This happens because the society tries to ensure that each member’s behaviour will
be meaningful in terms of group norms. Thus socialization is a process which converts
a living organism into a social being. It is a continuous process which flows from one
generation to another. The concept of self is developed through a gradual process,
22 which continues throughout life. The concept of self is actually an image, which one
builds with the help of others. An ordinary child whose efforts are appreciated and Socialization and Growing
Up in Diverse Contexts
rewarded will get the feeling of acceptance and self worth which help shape her/his
personality in the years to come.
In this Unit, we will discuss the concept of socialization and the various growing up
contexts of children. This Unit also helps you understand the impact of growing up
experiences upon children. The implications for teachers in understanding the various
growing up experiences of children are also mentioned in this unit.

2.2 OBJECTIVES
After going through this unit, you should be able to:
 develop an understanding of the importance and types of socialization;
 become sensitive towards the process of socialization in different cultures leading
to individual differences;
 identify how discrimination based on gender results in the formation of a negative
self concept in girls and a positive self concept in boys;
 become aware of various rearing practices in different types of family structures
in society;
 enumerate different types of issues in the growing up process; and
 discuss the implications for teachers in understanding the growing up experiences
of children.

2.3 CONCEPT OF SOCIALIZATION

The word ‘socialization’ refers to the process of interaction through which the child
imbibes the beliefs, values, attitudes and habits of the social group in which s/he has
been born. From society’s view point, socialization is the process through which
society transmits its culture from generation to generation and thrives. From the
individual’s view point, the process of socialization involves learning of social
behaviour and development of self. S/he learns to act according to the social
expectations.
Let’s have a look at some of the basic features of socialization

2.3.1 Features of Socialization

1. Instills basic discipline
Socialization inculcates basic discipline in an individual. An individual, in an attempt
to gain social approval, learns to control her/his impulses.
2. Controls Behaviour
From birth till death, an individual learns to conform to society’s norms and maintain
social order. These rules and procedures become part of an individual’s life and
control her/his behaviour as per the norms of society.
3. Unanimity among agents of socialization aids in its process
Conflict between different agencies of socialization like home, school, peer and
media will result in dilemmas among the ideas, examples and skills transmitted from
one agency to another. This will result in slower and ineffective socialization of the
individual. 23
Understanding Childhood 4. Formal and non-formal socialization
and Adolescence
Formal socialization happens through direct instruction from educational institutions
and non formal socialization happens through agencies like home. Family is of course
the primary and the most important source of education where children learn their
language, customs, cultures and values.
5. A continuous process
Socialization is a continuous life long process and does not stop even when a child
becomes an adult.
In the next section, we will discuss about the importance of socialization.

2.3.2 Importance of Socialization

Socialization is essential both to individuals and to the societies in which they live. It
explains how individuals are intertwined to societies. A society perpetuates on its
own based on the way how culture was taught to the new members. Socialization is
an important part in child rearing. In Unit 5 of Block 2, you will study the importance
of attachment relationship between a child and her/his parents. A secure attachment
is central to the development of positive social relationships in the future. We all
know that parents are the first teachers of what social relationships are like. In the
process of socialization, parents, peers, and others in the child’s world help the
growing child in learning how to interact in proper manner according to the rules and
norms of their society. For most children, schools continue and reinforce the
socialization started by the family. By placing children among a variety of students in
the classroom and listening to instruction of various teachers, schools teach the art
of flexibility.
The newborn child, during the course of the socialization, learns the culture, skills,
language, manual dexterity, which enable her/him to become a responsible,
participating member of the society. The main goal of socialization is to promote the
child’s acceptance and internalization of social norms. Though the self begins to take
shape in childhood, it is during adolescence, that self-concept and personal identity
assume more importance. Adolescence is a period of widespread anticipatory
socialization. By observing the different roles played by individuals in media,
adolescents start internalizing the outlook, expectations, and role pattern of them.
Thus, acquisition of the appropriate roles that an individual is expected to play is
another important aspect of socialization. As males, females, parents, husbands,
wives, sons, daughters, neighbours, students, and teachers – individuals learn to
play various roles as per the norms of the society. But it must be remembered that
human being is not the product of socialization alone. Heredity also plays an important
part. S/he generally possesses the inherited potential that can make her/him a person
under conditions of maturation and conditioning. In the next section you come to
know about various types of socialization.

2.3.3 Types of Socialization

There are various types of socialization which happen at various stages of a child’s
development and affect his/her thoughts, feelings and actions as s/he develops into a
mature adult. Let’s examine them one by one to know more about their influence on
the child’s thinking and subsequent personality development.
 Primary Socialization: It is the first socialization by means of which children
are trained to be satisfactory members of their society. For example, if the
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 father respects his parents, the child learns to respect him and other elderly Socialization and Growing
Up in Diverse Contexts
members of the society.
 Secondary Socialization: It is the socialization in which a person learns to be
acceptable in a smaller group which is part of a larger group. The values, attitudes
and beliefs are learnt from the group. For example, a class X student wants to
become a doctor in future after attending career counselling class.
 Developmental Socialization: In this type of socialization, focus is more on
developing social skills pertaining to the culture and one’s stage of development.
For example, a shy senior high school student starts to take part in ‘thought for
the day programme’ in order to develop her/his verbal communication.
 Anticipatory Socialization: This type of socialization refers to the process
wherein a person practices or accepts the values and norms of a group where
s/he anticipates joining in the future. For example, teacher trainees learning
how to become teachers.
 Resocialization: This type of socialization involves rejecting previous behaviour
patterns and accepting new ones so the individual can shift from one part of his
life to another. Resocialization is said to be happening throughout human life
cycle. For example, when a person changes her/his job, s/he tends to pick up
the culture of her/his new job.
Check Your Progress 1
Notes: (a) Write your answers in the space given below.
(b) Compare your answers with the one given at the end of the unit.
i) Explain with some examples how socialization affects our attitudes.
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ii) Is socialization a daily process? Elaborate.
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2.4 SOCIALIZATION PRACTICES IN DIFFERENT

CULTURES
You know that various cultures, and subcultures, differ with respect to the specific
behaviours that are considered as appropriate in society. Members of the society
learn those social rules, as well as how far the code may be stretched. In this context,
socialization may be defined as the learning of skills and knowledge required for
effective participation in the society. Cultural socialization refers to the manner by
which parents address ethnic and racial issues within the family, mainly how parents
transfer and communicate the cultural values, beliefs, customs, and behaviours to 25
Understanding Childhood the child. It also depends on the internalization of cultural norms and values and
and Adolescence
acquisition of skills by the child to be a functional member in a multicultural society.
One of the most important factors that shape the personality of an individual is the
process of socialization s/he undergoes through accepting or rejecting values, beliefs
and attitudes. Socialization is a continuous process of acquiring norms, values and
behaviours. This process begins when we grow up, when the influences around us
shape our behaviour as to what is acceptable and what is taboo within our culture.
For example, a young man from Texas might be instructed in the culturally proper
way to greet someone. First you remove your hat, then you look them in the eye,
extend out your right hand and say ‘Hello, ma’am, it’s nice to meet you.’ Now let’s
say that years later this cowboy gets a job in Japan, where they avoid eye contact
and physical contact in their greetings. He will have to go through the process of
socialization to adapt to this new environment.
Mode of greeting is different in various parts of our country. A child born in a Sikh
family will learn to say “ Sat Shri Akal”, in a Hindu family s/he will join his/her hands
and say,”Namaste” and in a Muslim family s/he will say “Aadaab or As-salamu
alaykum”. Our food habits, dressing styles, celebration of various festivals all are
determined by our socialization process.
Check Your Progress 2
Notes: (a) Write your answers in the space given below.
(b) Compare your answers with the one given at the end of the unit.
i) Explain with some examples how socialization process happens in different
cultures.
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ii) Why do people in different cultures have different social norms?
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2.5 GROWING UP IN VARIOUS CONTEXTS

There are various kinds of diversities which children face while growing up and
which have a direct bearing on their personality development. There are various
kinds of developmental risks to children which happen as a result of growing up in
different types of diversities. Of course, there are certain benefits too. It is the role of
society to ensure that children do not face much cognitive, behavioural, motivational
and linguistic deficits.
Diversity Conceptualized as at Risk
Children from migrant families are more at risk for developing delinquency, aggression,
26 hyperactivity, attention deficits and poor academic performance. They also face
discrimination based on caste, class, race, creed or colour. Experiences of such Socialization and Growing
Up in Diverse Contexts
exclusions at various societal levels constitute insults to children’s healthy emotional,
social, physical and emotional development. Segregation, which includes residential,
economic, linguistic, social, and psychological—not only places the child at risk, but
also spreads mistrust among populations of diverse cultural backgrounds.
Consider the following case:
Case 1: 10 year old Rohit, a migrant child wants to play in the park with
his peers. Although his peers will not involve him directly in their game of
cricket yet will use him as an extra who will run to get the ball for them
whenever it goes out of the field. Rohit feels hurt at this segregation but is
not able to do much about it.
Diversity conceptualized as an asset
Researches have shown that there are some positive influences of migrant families
on children’s development like strong ethnic values, strong feelings of family cohesion,
giving high value to education to enhance social status. Instilling of these values
through the middle childhood to the next level ensures that the children will develop
strong feelings of need for achievement.
For example, many families who migrated from UP, Bihar and Southern states to the
Northern parts of the country especially in Delhi have imbibed culture of the two
states. Their children also enjoy the benefits of dual cultural upbringing which was
once thought of as a liability on children and have the potentials to hamper their
proper social emotional growth. In fact, studies show that bilingualism promotes
cognitive growth and enhances coping skills in a person. Such children coming from
these diverse backgrounds, merging with a new culture, actually are able to connect
with people of different diverse backgrounds, which lead to their more personal and
professional growth in future.
Check Your Progress 3
Notes: (a) Write your answers in the space given below.
(b) Compare your answers with the one given at the end of the unit.
i) What are the various issues concerning growing up in different contexts?
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2.5.1 Growing up in various types of family structures

Growing up in different types of family structures can be looked at from various
dimensions like traditional families, non traditional families, low income families and
affluent families. The family structures and child rearing practices play an important
role in the socialization of the individual and her/his future personality is shaped
accordingly.
The diversity of family structures in the present day world is definitely greater today
than at any other point of time in its history. Infants are born into family types and
structures, which were not even existing as many as fifty years ago. There are many
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Understanding Childhood new family types, which did not exist earlier, like, the children born through
and Adolescence
reproductive technologies, remarriage of divorcees, single mothers who never
married. Adding to the confusion, single lesbian women and single gay men, married
lesbian couples and married gay couples are also rearing children. Then there are
substantial numbers of children who live only with grandparents and have never
seen their biological parents.
The types of family structures can be generally divided into two- i) traditional family
and ii) non-traditional family. In the next section, we discuss about the growing up
experiences of children in such families.
2.5.1.1 Traditional family
You know that in traditional families, there were two heterosexual parents who were
married to one another and biologically related to the children they were rearing.
Fathers in such families were expected to be working, while mothers stayed at
home and were busy with child care and household upkeep. Sometimes both father
and mother are working. And this pattern of traditional family is the norm against
which all other family rearing environment is measured. As per Freud’s psychoanalytic
theory, children not raised in homes with both biological parents are at risk for
psychosocial problems. But in the present day world, diversity of family structure is
a growing reality. Now let us discuss about non- traditional family.
2.5.1.2 Non-traditional family
Family that extends beyond the concept of traditional family is considered as non-
traditional family. Today, great diversities are displayed in family forms such as single
parent families, divorcing families, grandparents led families, cohabiting households,
commuter families, families created by gay, lesbian, bisexual, and transgender. Each
of these has separate consequences for children. Though there are different forms of
traditional families, we will discuss some forms of non-traditional families in subsequent
paragraphs.
Single parent family
Single parent family is a family structure in which parents raise their children without
a partner either due to divorce, death of a spouse or never been married but to have
a child alone. Single parent in such family has to play the roles of both father and
mother to her/his child. All of the tasks that would otherwise be shared by two
parents must be accomplished by one which often led to stress. A single parent
faces stress from many sources that include financial problems, strained relationships,
the demands of parenting, and lack of time to care themselves. One particular concern
raised in these situations is called emotional parentification, in which children become
more concerned by mediating between their parents (Martin et.al., 2004). Children
in such families have to take more responsibility in managing the household activities
such as looking after siblings, cleaning house, shopping, etc.
According to Amato (2006) children growing in single parenting due to divorce
display not only behavioural problems at home but also strained relations with peers,
low self-esteem, academic problems, and adjustment difficulties at school. If the
custodial parent can continue to be warm, authoritative, and consistent, there is less
chance of children to become depressed.
Commuter families
In commuter families, one parent is at home and takes care of household
responsibilities and the other parent comes home for short periods such as at week
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ends or on holidays. The success of commuter families depends on the ability of Socialization and Growing
Up in Diverse Contexts
spouses to adjust each other. Children should also be convinced about the reason of
one parent staying away. Through phones and e-mails the parent can inquire the
whereabouts and academic achievement of his/her child.
Cohabitation
Cohabitation means living together before marriage. The number of children growing
up in cohabiting households is increasing now-a-days. There is less stability in family
structure of cohabitation when compared with nuclear families and single-parenting
families. Two types of concerns arise on base of cohabitation-i) instability in partner
relationships and ii) mounting financial problems.Children in cohabitation households
are negatively impacted on cognitive, behavioural and health outcomes (Waldfogel
et,al. 2010).
Children living in non-traditional families have to face social challenges. Sometimes
they feel strange in growing up in such families when compared with traditional
families. Parents should help children to understand that it is not family structure that
matters but the bond created among themselves. It is necessary for parents and
teachers to develop strong bond with their children so that they feel secure. From
the above discussions, you come to know that family practices reflect and transmit
the culture and values of society. Parents do not develop their own parenting practices
but it is due to the process of socialization.
2.5.1.3 Family structure based on income
The impact of family diversity on human development needs to be considered with
particular focus on process of socialization. Many researches have been conducted
around the study of single parent families , step families and dual career two parent
families and results have consistently revealed that family resources, processes and
relationships are more important predictors of successful socializations than are
assessment of family structures .
Let’s have a look on the impact that low income families and affluent families have in
the socialization process of the child.
 Low income family
Children from low income families are less likely to receive adequate nutrition and
appropriate health care than affluent families. Also low income families are at great
risk for exposure to environmental harms, witness to community/family violence,
domestic violence, and direct victim of physical abuse and neglect.
Parents with less economic resources have been found to be less confident in their
parenting, show less warmth towards their children. Researches have found that
parents with lesser economic resources have been more verbally and physically
abusive to their children and showed lesser warmth to their children as compared to
parents with greater financial resources.
 Affluent families
Children from affluent families are lesser at risk than children from poor families for
developing sociopathic tendencies. From the above discussions it is clear that the
family plays a very important role in shaping the values and goals of a person which
is essential for socialization.

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Understanding Childhood
and Adolescence Check Your Progress 4
Notes: (a) Write your answers in the space given below.
(b) Compare your answers with the one given at the end of the unit.
i) Explain with examples, how single parent families affect socialization.
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ii) How do family structures based on income affect socialization? Explain with
examples.
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2.5.2 Parent-Children Relationship

The child’s exposure to human interaction is the family setting. S/he learns to respond
to his mother and other family members. Depending upon the quality of these early
interactions, s/he relates to people outside the homes with expectation or uncertainty.
If the family members enjoy each other’s company, spend a lot of time doing things
together and have a positive attitude towards people at home and outside, the child
imbibes similar attitudes.
Conversely, if the family interactions are restricted to the mundane business of day-
to-day living or interaction takes place only when there is a conflicting situation, the
child does not learn to look forward to interaction with others with a positive frame
of mind. The influence of sensitive and responsive parenting affects the quality of
parent-child relationship.
Read the following case:
Case 2: Sonia is a 10-year-old girl who is very fearful of all males. She
becomes very dull in front of male teachers but is otherwise very active
with her friends and other female staff. A detailed interview with her
revealed that she had an abusive alcoholic father who would shout at her
every time. She had become a withdrawn personality who rarely ever spoke
her mind.
Activity 1
Discuss with your friends about Sonia’s case and suggest some ways to improve
her social interaction.
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2.5.2.1 Impact of different parenting styles on child development Socialization and Growing
Up in Diverse Contexts
Parenting style refers to the way in which parents raise their children, The way
people do parenting affects their child’s socio-economic growth and development.
These parenting styles correspond with the type of discipline a parent generally uses
with his/her children.
 Authoritative
Many people think that authoritative parenting is more successful approach to
parenting due to its high level of involvement and balanced control. Such parents set
realistic expectations and consistent patterns of interactions for their children and
also provide them with a fair / natural consequence.
Natural consequences occur as a natural result of a child’s behaviour with no
intervention required. Eg., if a child touches a hot stove and is burnt by the heat, the
burn is a natural consequence. Authoritative parents always express warmth and
affection. They are patient to listen to the child’s view and also give freedom
adequately. They fix rules of behaviour in consultation with children, explain the
reason for rules and regulations and make the children feel that it is their own
decision and allow flexibility with mutual consensus.
Researches have shown that parents following authoritative style raise children who
are high on self esteem, have better social skills as compared to others and become
more socially mature as adults. But parenting styles vary from culture to culture and
authoritative style may not be appropriate in many cultural settings.
 Authoritarian
In the authoritarian style, parents are strict and seek conformity and obedience with
unquestionable compliance from their children. Such parents exercise a large amount
of control over their children’s behaviour and decisions. They will set rigid rules to
follow, for their children and if they dare raise a rebellious voice, consequences can
be very severe. Children growing up in such homes suffer from low self-esteem, get
anxious easily and are generally withdrawn in personality. They may not engage in
anti-social behaviour for fear of their parent’s disapproval.
 Permissive
It is said that extreme of anything is not good and it is reflected in permissive parenting.
Permissive parents tend to be over protective, over indulgent, warm, loving and
nurturing towards their children. Children of such parents are more likely to be
impulsive with a complete disregard for consequences. However, they may have
high self-esteem, confident and good social skills.
 Neglectful
Such parents do not respond to their child’s needs and are less demanding of their
children. However, this could be due to their own over involvement with their work
or alcoholism or depression, etc. Such parents tend to look at their children for
emotional support and their children often have to do their “parenting”. Children of
such parents more often are fearful, anxious, socially withdrawn, perform poorly in
school and are at risk for substance abuse.

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Understanding Childhood
and Adolescence Check Your Progress 5
Notes: (a) Write your answer in the space given below.
(b) Compare your answer with the one given at the end of the unit.
i) How does style of parenting shape the self concept of an individual?
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2.5.3 Growing in Adverse Situations

There are varied adverse situations such as children reared in malnourished
environment, in the war zone, in orphanages and even growing up as children of
migrant workers. Let’s examine them one by one which affects a child’s social and
emotional development.
2.5.3.1 Children and poverty
Many researches have shown
that poverty impairs children’s
cognitive skills and reduces
their chances of advancement
beyond their parents. In fact,
a bad environment can worsen
the life chances not only of the
child but also the future of the
child. Children growing up in
Fig.2.1: Children and poverty a community with gangs,
dangerous streets where
violence and robbery are natural side effects, discouraging role models, confused
social expectations will end up himself/herself as a psychopath or a sociopath.
Researches have shown that living in a neighbourhood where 20% or more of the
residents are poor with other things being held constant, like parental education,
income, health, etc – the test scores of the children are lowered. Think of the ways
how the immediate environment impact upon the child’s development. Noise, air,
soil pollution and even traffic do affect the child’s emotional, social and cognitive
development. The locality they belong to, the community resources, availability of
school and health services – all contribute to the child’s shaping of personality and
development.
Social milieu also plays its own role in shaping a child’s development. It is also seen
that children of two generations who lived in slum areas actually do worse than the
one generation that could move out of this slum neighbourhood. And how does this
happen? It is also a result of socialization. Children reared in poor neighbourhood,
on an average get less education and low income jobs and were at risk for more
physical, social and emotional problems. And thus they end up in poor neighbourhoods
as adults, themselves. When they became parents, they commonly passed on some
of their personal disadvantages to their own children which further hampered their
own psycho-social behavioural pattern.
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2.5.3.2 Children in the war zone Socialization and Growing
Up in Diverse Contexts
In every war/conflict, women and children are the most vulnerable members of the
society who suffer the most. For children, war threatens the security of a stable
home, crushes dreams of a playful innocent childhood, mars opportunities and put
family members’ life at stake.
Read the following cases:
Case 3: Ammar, a 10-year-old boy, who lives on a construction site which
was left incomplete when war ravaged Syria. Like thousands of Syrian
children, he does not go to school and picks litters to help his family survive.
His family works from six in the morning to six in the evening and earns
600 Syrian pounds in a day which is less than 2.50 dollars.
There is no water tap nearby so he washes once a month because the nearest
tap is miles away and one has to stand in sun waiting for hours to get his/
her turn. Everyday fetching water for cooking and drinking takes its toll
and he faints many times a month. There are only 6 taps for 100 buildings
with 50 families in each.
Case 4: Nahida , a little girl of 9 years looks wistfully at a distance, “ That
is where we used to love. I would go to school.’ My mother would sing
lullabies to us. She would pack us delicious tiffins.I had lots of friends…..”
She sighs,
“Now my mother is dead. I couldn’t trace my father and brother. We had to
flee the place due to bombing. All my friends are either dead or have left
for some place – I do not know where to go.”
It is pathetic but today thousands of children like Ammar and Nahida have seen their
homes destroyed, family members killed and their lives plunged from comfortable
lives into abject poverty. The early years of life are very vital for success and stability.
2.5.3.3 Children in orphanages
Millions of children today are living in orphanages without the love and care of a
family. In “good” cases the children do receive food, clothes, education and shelter.
In “worst” cases they are starved, abused, isolated and many die or become juvenile
delinquents. In all cases, they never get the love, support and sense of identity that
only a loving family can give.
Evidence shows that children growing up in institutional care experience various
developmental delays and emotional attachment disorders. As a result they have
lower intellectual, social and behavioural capabilities and are at risk for delinquent
behaviours as a result of being branded as social outcasts all their lives. It is pathetic
as theirs is a traumatized life of loneliness, homelessness and once they grow up it
will be difficult for them to trust anyone or develop permanent relationships.
Such children love a deep sense of abandonment and naturally tend to develop
strong bonds with volunteers who come to meet them for some time. Their wounds
reopen after the volunteers leave after several weeks or months and when this pattern
happens year after year, many children learn to protect themselves emotionally by
castrating themselves from all love and hope.

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Understanding Childhood 2.5.3.4 Growing up as children of migrant workers
and Adolescence
Consider the following case:
Case 5: Savitri at the age of 17 migrated from Bihar to Hissar in Haryana,
as a domestic help. She was in for a big shock. First the agency fellow, who
had lured her from home, abused her physically for several days along
with his friends. One day she managed to run away and went to a police
station. They sent her to a women shelter from where she finally got stabilized
and now work as a domestic help. But the trauma is still there and her
children aged 4 and 6 have never seen any school for lack of money. They
just loiter on the streets while she goes for work. She has called her 12 year
old sister from her hometown who does babysitting and has never been to
a school either. “This is the only life I know”, the sister shrugs her shoulders
when asked if she would like to go to a school.
Migrant workers face discrimination and assault everywhere in society. Whether
one talks about people in the same country, migrating to another state or people
migrating to another country for various reasons, discrimination and harassment is
the common pattern everywhere.
2.5.3.5 Growing up with disability
For the disabled children, the experience of transition from childhood to adolescence
will be different from that of non-disabled peers. Disabled children in their childhood
feel more isolated from peer influences, less likely to engage in risky behaviours, and
have smaller social networks. It is the duty of care takers and teachers to make the
growing up experience of disabled children as a learning experience for the child.
The stereotype attitude that disabled children cannot do anything on their own is a
wrong notion. They can do anything like others, but in a different way.
Check Your Progress 6
Notes: (a) Write your answers in the space given below.
(b) Compare your answers with the one given at the end of the unit.
i) Discuss how child’s personality gets affected while living in orphanages.
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ii) Discuss the effects of trauma faced by children living in war zones.
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2.5.4 Growing up as a girl

Jawaharlal Nehru, leader of India’s Independence movement, and India’s first Prime
34 Minister once said, “You can tell the condition of a Nation by looking at the status of
its Women.” So what is the status of the women in India, today? Well, overall, Socialization and Growing
Up in Diverse Contexts
things are changing for women and they have a voice in everyday life, in the business
world as well as in politics too. But the fact remains that India is still a male dominated
society and women are seen as subordinate, inferior to men. The qualities which a
girl is expected to imbibe are to be patient, giving and soft spoken. However, the
situation varies from place to place and in various habitations.
Let’s examine the state of a girl child growing up in various habitations.
2.5.4.1 Growing up in cities and rural areas
In cities, girls are getting access to education with more or less equal opportunities.
They are seen working in various walks of life as teachers, receptionists, nurses,
doctors, engineers, corporate etc. Yet they face social discrimination in terms of
sexual harassment/ eve teasing , dowry issues and “women social role” issues. The
responsibility of the household tasks is still hers along with rearing of children even if
she is earning equal to her husband . Her parents may not be welcome in her marital
home and related social issues.
According to the report ‘Human Development in South Asia 2000 – The Gender
Question”, women in South Asia face severe discrimination and disparities in
economic opportunities, legal status and protection, education, health care and political
governance. In developing countries the lack of educational opportunities for girls
from the marginalized masses has become a major issue in public policy discourse in
recent years. The literacy rate for women worldwide is 71.4 % compared with
82.7% for men. Of the 960 million illiterate adults, two thirds are women.
In most of the feudal set-ups of rural India, girls are married early for fear of sexual
harassment. The early marriage of girls is a matter of social prestige in many
communities. Social fear of girls getting alienated from their environment is yet another
factor for low literacy level among girls.
2.5.4.2 Growing up in a tribal community
Gender inequality continues to remain a serious problem in India. The literacy rate
of females among the scheduled castes and scheduled tribes is below national average.
Their mobility is limited due to socio cultural constraints and normally they engaged
in low paid, high labour intensive and unskilled jobs.
In most tribal hamlets, girls are expected to get accustomed to the role played by
their mothers, hence they start participating in work quite early. The Government
and a lot of NGO’s are working to improve the conditions of girls. For example, in
Odisha, People’s Rural Education Movement (PREM) has helped the setting up of
residential hostels so that the tribal girls are able to attend schools. A lot of tribal girls
who were otherwise not able to go to school earlier are now doing so. Many are
now studying in English medium schools which are further an achievement for them.
2.5.4.3 Growing up in slum area
In slum areas, the situation for girls is still more complex as due to the role identity
and the socialization processes, they do not find themselves in the negotiation terms.
The life situations where the personality of these girls gets shaped are most often
devoid of human rights aspects and hence they “live” life but do not grow and bloom.
From their pressing background when these girls go to schools, they do not find
relief. Besides the physical isolation, the discriminatory practices like asking them to
sweep, clean the room, make tea for teachers, set pre-conceived notions that girls
35
Understanding Childhood have low intelligence or that they can learn only by scolding and beatings. Many
and Adolescence
NGO’s in the slum areas are working towards the education of girls and their families
in the country but clearly that is not enough. The community has to come forward
and change its mindset. In addition to financial constraints, a variety of cultural factors
influence gender inequalities in school enrollment.
Check Your Progress 7
Notes: (a) Write your answers in the space given below.
(b) Compare your answers with the one given at the end of the unit.
i) Explain with some examples how socialization affects our attitudes towards
girl child.
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ii) Do girls face gender bias in slum areas? Elaborate.
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2.6 IMPLICATIONS FOR TEACHERS IN

UNDERSTANDING THE GROWING UP
EXPERIENCES OF CHILDREN
Socio-emotional skills are required by the teachers to teach social emotional
competency like gratitude, empathy and compassion to students. Often socio cultural
aspects of society are deeply rooted in the conscious and unconscious minds of the
people. They get translated into action, interests and behaviour of the people. Thus
issues of caste, class and gender are socially, historically and culturally rooted in our
society. Teacher, as a change agent can help sensitize his/her students to these aspects
which are at the root of all inequalities, biases and discriminations in society.
Teacher as a source of socio-cultural change
Teachers can and must play the role of a change in society. As a learned person,
much more aware of the current developments and changing faces of the modern
society, a teacher has the responsibility of linking the local world with the global.
Teacher as an agent of social change can not only interpret but often convey the new
ideas, beliefs, values of the outside world to the world of the child and in rural areas,
to the local community.
Caste as a phenomenon of social stratification has a long history in India and has
social, cultural, economic and political implications. Our education system historically
had evolved through the period of traditional “Gurukul” system where only the
Brahmins and Kshatriyas could receive education. Education has always been the
prerogative of the upper castes and classes. It was only during the later period of
36 colonial rule in India that the need for education for all came to be recognized.
However, it was only after independence in 1947 that a concerted effort was made Socialization and Growing
Up in Diverse Contexts
by the Govt. of India to bring about “democratization” of education. Reservation of
seats in educational institutions was made. All the welfare policies of the Government
were meant to bring about social mobility and change in society. To help the lower
caste and other backward classes several commissions were constituted. Purposes
of these were to bring about social change and remove extreme inequalities in societies.
Kaka Kalekar Commission (1953), Mandal Commission (1989) were a few
instances of these efforts.
In the education system, just as in society at large, the issue of gender inequality has
gained recognition. It has been observed that sex difference between male and female
has a sociological aspect. It is the socially determined differences rather than biological
difference between sexes wherein lies are the root of gender discrimination in
societies.Two major avenues through which gender discrimination is conveyed are
the gender distribution of school personnel and the treatment of females and males
in textbooks and other instructional materials. Both students as well as teachers
bring similarly biased gender role expectations to learning interactions and behaviours
which conform to these are reinforced and rewarded. Being assertive, active,
individualistic, autonomous and self confident places males at advantage in schools.
They are more initiating, persistent and effective in classroom activities.
Females who are taught to be socially subservient, dependent and accommodating
are less likely to be as assertive, confident and persistent in their interactions with
their classroom teachers and with their male peers.
In this context, teachers should be sensitized as to how they differentiate their
performance expectations, communication styles and evaluative feedback systems
according to the gender of the students, how it affects their academic efforts and
achievements and how they can be changed to be more gender equitable. Praise
and constructive criticism are specific remedies to bring about these changes.
The need of the hour is to train teachers and sensitize them towards gender equality
so that they are able to analyze the various aspects of educational systems for gender
bias and to make changes in areas where gender equity is desired. Teacher is the
most important person in the educational system who can bring about social change
to diminish traditional sex role concepts.
Updating pedagogy
Teachers also need to update the pedagogy they are using in the classroom.
Culturally relevant pedagogy is a pedagogy that makes modifications in
instructional strategies to account for diversity. Reciprocal teaching
and cooperative learning are two of the most effective strategies to engage students
in culturally relevant learning. Reciprocal teaching occurs when students take turns
leading the class discussion. This method invites students to use their cultural
viewpoints to express the instructional material in their own words.
Cooperative learning is effective when group collaboration as well as individual
responsibility is utilized for the completion of assignments. The outcome of cooperative
learning goes beyond the completion of the task and is also teaching students to
know and praise their own and each other’s cultures.
However, culturally relevant teaching will only be effective if the teacher understands
how non-verbal cues are seen by their students. In some cultures, it is considered
rude, disrespectful and even confrontational for a student to make eye contact with
37
Understanding Childhood authority figures. In other cultures, it is actually forbidden to shake hands with a
and Adolescence
stranger of the opposite gender.
As a change agent, the teachers can make a dent into the socialization processes
that very often promote masculine and feminine roles tailor made for boys and girls.
This can happen only if the teachers are convinced, conscious and concerned about
bringing an attitudinal change in the attitude of boys and girls from primary years so
that there is gender harmony in all transactions within and outside the schooling
processes.
Check Your Progress 8
Notes: (a) Write your answer in the space given below.
(b) Compare your answer with the one given at the end of the unit.
i) Discuss the role of teachers in impacting social change.
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2.7 LET US SUM UP

Socialization is a very important aspect of every individual wherein s/he learns to
play different roles. Roles are learned expectations prescribed for standardized forms
of behaviour. Gender roles are learnt in the family, from parents, older siblings, and
other members who provide role models appropriate to the gender of a person.
Learning is reinforced at appropriated points. Child rearing practices have a marked
effect on the development of the self concept. Schools, formal and non formal, its
curriculum and teachers have a major role to play in developing materials and learning
experiences that would foster a spirit of equality and harmony between girls and
boys in their early years and prepare them for equal partnership and shared roles for
a common future. Traditional family socializations stifle the natural curiosity and
communication skills making them diffident, submissive, often meek and mute by the
time they enroll in school. The need of the hour is to develop sensitivity in teachers
so that they are able to smartly transact the curriculum in the classroom by encouraging
activities and creating situations for girls and boys to express themselves freely and
develop self confidence and mutual trust.

2.8 UNIT- END EXERCISES

1. What is the importance of family in the life of a child?
2. Discuss how a teacher can act as an agent of social change.

2.9 ANSWERS TO CHECK YOUR PROGRESS

1. i) Socialization affects our attitudes in many ways because we grow up seeing
those norms around us. We just tend to follow them blindly as these norms
get ingrained in our upbringing. For example, a person from Bihar will
have his staple diet as daal and rice. But a person from Punjab is not
comfortable with his meals / rice if he does not get a Roti made out of
38 wheat flour.
 ii) Yes, socialization is a daily process as we tend to imbibe what is happening Socialization and Growing
Up in Diverse Contexts
around us emotionally, socially, culturally and politically.
2. i) Socialization process happens in different cultures in various ways. A lady
from Bengal wears sari in a different way than a lady from Madhya Pradesh
or Tamil Nadu.
ii) People in different cultures have different social norms because of the
different socio cultural milieu in which they live.
3. There are various issues concerning growing up in different contexts like migrating
from one place to another. Children in this case have to perforce learn different
cultural norms and tend to imbibe such diversity consciously and unconsciously.
This may leave some children scarred mentally or some may learn to be more
flexible and adaptable in their approach.
4. i) Single parent families affect the socialization process immensely both
directly and indirectly. Some single parent may take the parenting process
very seriously and my become more possessive while others may not be
able to spend quality time with their children for want of resources.
ii) Children from poor families may face neglect and aggression on the part
of their parents. They may ill afford spending quality time with their children
and could be a victim of domestic violence, whereas children from affluent
families, in general will have better chances of growing up as balanced
personalites.
5. i) If the parents are democratic , the child may develop more flexible attributes
in his personality as compared to children of strict, authoritarian parents
who may feel something lacking in themselves all the time.
6. i) Living in orphanages scars a child for life emotionally and socially. They
tend to be rebellious in their approach, are not able to trust anyone easily
and have more breakups in their family life as well.
ii) Children living in war zone tend to be more stressed out, introverted and
face problems of insomnia or nightmares. Their life remains traumatized
and their self concept gets shattered very easily.
7. i) Little children imitate what they see their elders doing. Even when they
are playing “house-house” during childhood, they will enact the role of
father as coming from office, scolding children and his wife. He is served
hot tea while watching television. And when he gets the news of a girl
child being born in the family he throws his tea, starts howling because a
girl child is born. This entire behavioural pattern is part of their socialization
process which the children enact even while playing.
ii) Yes, girls face gender bias in slum areas. Their brothers are sent to school
while they help the mother with household work. Their brothers may hit
them while playing but they are not supposed to react. They are given
lesser food as compared to the males in the family, served last and then
are supposed to wash the utensils. They also face physical abuse more
often.
8. i) Write your own answer. Refer to section 2.6.

39
Understanding Childhood
and Adolescence 2.10 REFERENCES AND SUGGESTED READINGS
Amato, P.R. (2006). Marital discord, divorce, and children’s well-being: Results
from a 20-year longitudinal study of two generations. In A. Clarke-Stewart & J.
Dunn (Eds.). Families count: Effect on child and adolescent development. New
York: Cambridge University Press.
Finch, A. ( 2002) The language clinic: the teacher as an agent of change. Retrieved
from www.finchpark.com/arts/clinic.pdf on 11/02/2016.
Govinda, R. (Ed). (2002). Indian education report – A profile of basic education,
NIEPA, New Delhi. Oxford University Press.
Grusec, Joan E., and Paul D. Hastings. (2007). Handbook of Socialization: Theory
and Research. New York: Guilford.
Hill, D. & Cole, M. (Ed.). ( 2001). Schooling and equality – fact, concept and
policy. London : Kogan page.
Kumar, K(1987). Social character of learning, New Delhi : Sage publications.
Martin, M.T., Emery, R.E., & Peris, T.S. (2004). Single-parent families-Risk,
resilience and change. In M. Coleman & L.H. Ganong (Eds.). Handbook of
contemporary families (pp.282-301). Thousand Oaks, CA:Sage.
Patterson, C.J., & Hastings, P. D. (2007). Socialization in the context of family
diversity. In J.E. Grusec & P.D. Hastings (Eds.), Handbook of socialization: Theory
and research. New York: Guilford.
Udduck, J (1994). Developing a gender policy in secondary schools. Philadelphia:
Open University Press.
Waldfogel,J., Craigie, T. A., and Gunn, J.B. (2010). Fragile Families and Child
Wellbeing. Future Child, 20(2): 87–112. Retrieved from http://www.ncbi.nlm.nih.gov/
pmc/Articles/ PMC3074431 on 12/02/2016.

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