School socialization

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The term school socialization mainly refers to the social development of children during their school career and is used in the social sciences and humanities, such as sociology , as well as in educational psychology and pedagogy .

Definition from a sociological perspective

Socialization in school

The definition always relates to the individual development of a child in their school career. School socialization can be traced back to the behavior the children learn in school.

In their work on school socialization, Merle Hummrich and Rolf-Torsten Kramer define it as follows:

“School socialization refers to the communication of social norms and contributes to the qualification and allocation of the person in society . As a socialization entity, the school interacts with the person, but also with other socialization entities such as family, friends and extracurricular institutions . "

By learning the various skills that children acquire in their school career, they are raised to be active members of society. The aim of the school is social integration, as well as good quality academic achievement. Students' social skills correlate positively with good academic results. It is assumed that pronounced social skills lead to a child being able to use the structure of the classroom or school better for himself and therefore to learn better. In this respect, teachers have more influence on student social development than on academic performance.

Theoretical basis from a sociological perspective

The primary socialization is the first phase, by which man is in his childhood as a member of society, but this is mainly their understanding of early childhood development. After this first socialization and the transition to the school system, according to theory, the secondary socialization comes into force.

Berger and Luckmann describe the first two socialization processes in their work "The Social Construction of Reality: A Theory of the Sociology of Knowledge".

The book describes the relationship between the individual and the world in general, without going into the concept of school socialization. Identity is a phenomenon that arises from the dialectic of the individual and society. In the definition of primary socialization, Berger and Luckmann describe that the child is in a subjective and unequivocal reality, since the environment is constructed by others and cannot be questioned by the very young child. In secondary socialization, i.e. when entering society (e.g. through educational institutions), the child comes into contact with other behavioral patterns and routines, and thus develops a new understanding of himself and the no longer unequivocal environment. Secondary socialization is that later process which introduces an already socialized person into new sections of the objective world of their society.

Socialization in school (or school socialization ) finds its special thematic reference in the educational and social sciences , as this term plays an essential role in the explanation of the development and socialization of children. In addition to primary socialization, which is characterized by the social space of the child in the form of family and kinship, secondary socialization, i.e. through active participation in educational institutions, plays a significant role around the children on social norms, values ​​and roles and the resulting prepare associated expectations in society.

Perspective of related sciences in the context of school socialization

psychology

Psychology defines the concept of school socialization like sociology. The decisive difference in dealing with the term is the psychological approach in theory. In psychology, didactics in the form of communication between the teacher and the student is crucial in order to achieve learning and socialization goals. The socializing goals are the acquisition of values ​​and norms of society in order to be able to participate actively in society. The term is thus explained and explained through communication. Mergel-Hölz and Willerscheidt write in this context: “Because the entire school education processes are embedded in the interactive and dialogical relationship between teaching staff and students. Only in a beneficial teacher-student relationship can the school-based knowledge transfer be designed and optimized through improved relationship skills ”.

pedagogy

Pedagogy differentiates the concept of school socialization more than other sciences do. In the school context, the term is differentiated from other relevant terms and discussed here. These depend on one another, but must be theoretically differentiated from one another. A distinction is made between school socialization, upbringing, learning and education in order to achieve more aspects in dealing with the concept of socialization in the school context. The school as an institution promotes socialization through processes of socialization and individuation. All of the actors involved in everyday school life have a significant influence on the development of the children through the interaction between the actors. This influence is often equated with the concept of education. The concept of education here is intended action. This means that the function of the teacher to convey norms and values ​​is applied here. Teachers educate students to become full members of society by enforcing school rules. Learning in schools is mostly done formally on the basis of the institutional framework of the education system and the school institution itself. This is about the knowledge acquisition of the pupils by the teachers. Here, what has been learned is subject to formal or practical tests in order to record the performance levels of the students. In addition, the term “learning” is differentiated from the term “education”. Education puts the person at the center of consideration. Education takes place in the dispute about a thing / an object between person and environment. As with the acquisition of knowledge, the thing does not necessarily have to be predetermined by a certain canon of knowledge, but can also be an experience, a biographical transition, a situation in which the person is challenged to enter into a new / changed relationship to (Um -) world to put.

criticism

“Children can do a lot more than we think they can. Their abilities wither because recognition always depends on good grades. "

An essential part of the criticisms concerning the concept of school socialization criticize the low individualization possibilities of the children through the pressure to perform in the form of grades and the competition. Children would become adversaries too early and thus could not develop themselves as independent, altruistic beings. It is much more the case that they have to be permanently assessed with the assigned role expectations on the basis of gender, social background or economic views. Under these circumstances it is no longer possible for the child to pursue his or her own interests.

The PISA study, which regularly measures and compares the educational levels of different countries in the form of exams, found that there are considerable deficits in the German educational system with regard to Germany. It is criticized that there is a considerable discrepancy in the assessment and support of children with a migration background, that children from economically wealthy households are rated better and that there is now a greater discrepancy in performance between boys and girls. In the course of the inequality between boys and girls, the criticism does not lie in the differences in performance among girls, as they do significantly better in the PISA study, but in the role expectations for girls. If one takes the birth year 1992 as a reference, around 51 percent of girls currently finish school with a university entrance qualification, but only 41 percent of boys. This development is put into perspective by the fact that women still have worse chances than men on the labor market.

In the journal for pedagogy, the educational scientist Barbara Koch-Priwe devoted herself to the socialization effects in school in relation to the development of girls. School socialization in Germany therefore harms girls when it comes to realizing their own interests.

The socialization of many girls evidently favors a narrower choice of career alternatives: not only is the spectrum of the chosen occupations smaller than that of the boys, they also increasingly choose occupations whose training periods are shorter and in which the training remuneration is significantly lower. Even among students, women are still underrepresented with a share of around 40 percent, even though half of the high school graduates are women: “The catching-up process has come to a standstill since the early 1980s. In their career decision, many girls anticipate the social division into employment and supply economy. With this alternative, the majority seem to accept the classic female role assignment and feel responsible for looking after the husbands and childcare. "

Individual evidence

  1. ^ Ballantine, Jeanne, & Spade, Joan: Schools and Society: A Sociological Approach to Education. Retrieved October 9, 2017 .
  2. ↑ a b Merle Hummrich, Rolf-Torsten Kramer: School socialization . Ed .: Springer VS. Springer Verlag, Wiesbaden, ISBN 978-3-531-18454-8 , pp. 179 .
  3. ↑ Grusec, Joan, & Hastings, Paul: Handbook of Socialization: Theory and Research, Second Edition, the Guilford Press. Retrieved October 12, 2017 .
  4. ↑ Jennings, Jennifer & DiPrete, Thomas: Teacher Effects on Social / Behavioral Skills in Early Elementary School. 2015, accessed on October 12, 2017 .
  5. ↑ Peter L. Berger Thomas Luckmann: The social construction of reality: A theory of the sociology of knowledge . 3. Edition. Frankfurt am Main 1972, ISBN 3-10-807101-7 , pp. 70 .
  6. ↑ Albert Scherr: Introduction to main terms in sociology . In: Schäfers, Bernhard (Ed.): Introduction to main terms in sociology . 4th edition. 1995, ISBN 978-3-531-90032-2 , pp. 425 pages .
  7. ↑ Sindelar, Stephenson, Wölfle: Psychoanalytic individual psychology in theory and practice: Psychotherapy, pedagogy, society . Springer, Vienna 2011, ISBN 978-3-7091-0464-4 , pp. 346 .
  8. ↑ Uli Hauser: Criticism of the education system: School is a waste of energy. In: Stern. September 30, 2012, accessed July 5, 2017 .
  9. ↑ PISA 2015. OECD, 2015, accessed July 12, 2017 .
  10. ↑ Stephan Sievert, Steffen Kröhnert: Weak in the final - Why boys fall behind girls in education and what should be done about it . Ed .: Berlin Institute for Population and Development. Berlin 2015, ISBN 978-3-9816212-6-6 , pp. 6 .
  11. ↑ Prof. Heather Hofmeister and Lena Hünefeld: Women in management positions. Federal Agency for Civic Education, August 11, 2010, accessed on July 25, 2017 .
  12. ↑ Barbara Koch-Priewe: Quality of School: Gender as a Structural Category . In: German Institute for International Educational Research (Hrsg.): Journal for Pedagogy . tape 43 . Marburg 1997, p. 571 .