Grade 12 Equity and Social Justice

Grade 12 Equity and Social Justice

Oppression – Cycle of Socialization

How does society teach us to become oppressive? Harro (2010) developed the following idea called the Cycle of Socialization. Follow the path starting at The Beginning to see the process.

Cycle of Socialization

Birth

·  Begins before birth….thus, you have no choice. For example, you do not choose your gender, class, sexual orientation, cultural group, ability, etc. These identities are ascribed at birth. Thus, you cannot blame someone else or hold someone else responsible for their identities. Step #1 is out of your control. Moreover, you had no initial consciousness about your identities. You do not question your identities…you are just who you are.

·  Thus, you are born into a world where all the mechanics, assumptions, roles, rules and structures of oppression are already in place. You did not construct the mechanisms. So, you are not guilty or responsible for the structures. You are innocent.

·  The structures exist due to history, habit, tradition, patterns, beliefs, prejudices, stereotypes and myths.

·  Dominant social identity groups are considered the norm. These groups have relatively more social power, more privilege from birth forward, greater access to opportunities…without realizing it. Dominant groups include men, white people, middle- and upper-classes, able bodied, heterosexuals, gentiles and middle-aged.

·  Subordinate groups are considered unimportant, virtually invisible, defined by misinformation, disenfranchised, exploited and victimized by prejudice, discrimination and structural obstacles (e.g., lack of accessible buildings, fewer jobs for blacks, all Muslims are terrorists). You are “unlucky” if you are born into a subordinate group that is devalued by society.

·  The assumptions and structures are built around the norm. As such, the dominant groups receive positive attention and recognition.

·  Both dominant and subordinate groups are dehumanized by their socialization into prescribed roles with consciousness or permission.

First Socialization

·  Immediately, the people we trust and love most (e.g., families) undertake our socialization. They shape our concepts of self. They teach the rules we must follow, the roles we play, our future expectations and our dreams. They serve as role models. They teach appropriate behaviour.

·  Socialization is both intra-personal (i.e., How do we think about ourselves?) and inter-personal (i.e., How do we relate to others?).

·  We are told that “Boys do not cry” or “You should not trust white people” or “Do not tell anyone your brother is mentally challenged…it is embarrassing” or “Do not kill other girls…you are supposed to like boys” or “Do not worry if you break the toy…we can always buy another one” or “Christianity is the only true religion” or “They are better than you…stay in your place”.

·  We do not question these messages. Why? We cannot think independently. Thus, we unconsciously conform to the messenger’s views. NOTE: We cannot blame the messenger. They are the product of their socialization. Many of their messages are unconscious (i.e., they are the norm). At the same time, radical or edge ideas that are consciously presented may not be ideal (e.g., a racist parent may intentionally pass on racist beliefs; a conscious feminist parent may intentionally pass on non-stereotypical roles).

·  We are exposed to strong set of rules, roles and assumptions that must be shaping our sense of ourselves and the world around us. TEST THE IDEA – Take one of your social group identities and write down ten examples of what our socialization has taught us about that identity.

Institutional and Cultural Socialization

·  Rate of socialization increases when we (1) attend school, (2) worship, (3) plays on a team, (4) seek social services, (5) seek information about a product and (6) learn laws / legal processes. For instance, we learn whom to “look up to” and “look down upon”, the rules to follow, roles to play, assumptions to make, etc. These ideas will reinforce or contradict the lessons from home (e.g., Only black kids play basketball, girls should not be interested in auto shop class or a senior math class, independent learners are put in special class, wealthy kids can miss class for a family vacation, jocks do not have to work as hard as other students to pass (athletic kids get preferential treatment), other religions are weird).

·  We are exposed to rules, roles and assumptions that are not fair to everyone.

·  A member of a dominant group may not notice the benefit. Members of the subordinate group learn to live with the disadvantages.

·  The messages are so frequent and strong (e.g., provided from religion, doctor, police, store clerk, social worker) that it is hard not to believe them. For example, blacks are more likely to steal so store clerks monitor them. Boys are expected to fight…so, they are taught how to fight. Kids who dress a certain way are likely on welfare and wasting our hard-earned tax dollars. White means good while black is bad. Girls are responsible for birth control. It is a man’s world. Jews are cheap. Arabs are terrorists. Gay men cannot make good parents.

·  We are inundated with unquestioned, stereotypical message. The messages are woven into our culture including the media, our language patterns, song lyrics, holidays, websites, etc. TEST THE IDEA – Identify five examples of the messages (e.g., “old boys’ network”).

·  The message reinforces the divisions and justify discrimination / prejudice.

Enforcements

·  “Why don’t people just think independently it they do not like what they see?” “Why not ignore an uncomfortable message?” There are enforcements in place to maintain them. If you contradict the norm, you pay a price for your independent thinking; whereas, people who conform receive the benefit of “not making waves” or “being a team player” (i.e., they maintain their status quo, access to higher places, recognition for having “made it” and more money, connections and power).

·  If you go against the grain, you are accused of being a troublemaker…”the cause of the problem.” You will be identified as inferior. For example, our legal system seems to target Aboriginals; yet, whites commit more crimes. Moreover, whites are less likely to be arrested, charged, tried, convicted or sentenced. Do different laws apply? Likewise, more women are abused and killed as more women assert their equal rights. Should women who try to be equal be killed? Two men are walking close together. They are beaten because they must be gay. Are two men who refuse to abide by the “keep your distance” rules for men so threatening that they must be attacked?

·  If members of the dominant group break the rules, they are also punished. White people who support colour equality, are a n_____- lover. Middle-class individuals who advocate for poverty rights are liberals and socialists. A heterosexual who works for gay rights is suspected of being “in the closet”. Sensitive men are sissies.

Results

·  Understanding is devastating. We may experience anger, a sense of being silenced, separation from our identity (cultural, political), low self-esteem, stress, hopelessness, mistrust, frustration, disempowerment, a sense of distorted reality and feelings of dehumanization.

·  If we maintain our prescribed roles, we remain unconscious and unwilling to disrupt the cycle. Oppression is perpetuated.

·  Outcomes are many of our societal problems (e.g., high rates of drop-out, drug use, poverty, crime). Why? Society is built on dualism, hierarchy, competition, individualism, domination, scarcity, etc. TEST THE IDEA – Take one societal problem (e.g., poverty) and trace its roots through the cycle to the core belief system. Is the result the outcome of embracing the status quo, without thinking of challenging?

Actions

·  What to do next?

·  The easy path is “Do nothing”. Why? It is easier to stay with familiar beliefs. “What does it have to do with me anyway?” In this respect, we fail to realize that we have become participants. The cycle does not need our active support. It has its own force. It will continue unless interrupted. Our silence is consent. As well, we are victims of the cycle, and as victims, we play the part to maintain the cycle.

Core of the Cycle

·  We are taught fear and insecurity. We are ignorant. We believe the myths and misinformation. We have no other vision. The core is these negative elements, and we are paralyzed by these elements.

Direction for Change

·  Perhaps some pain becomes larger than complacency. Via encouragement, strength, determination, love or connection, we grow to take a different direction.

·  If you act alone, you may be forced back down.

·  If motivated by guilt, you will fail. You need vision and a strong moral base to succeed. As well, you must work with other people. When you build allies, you create coalitions for success.

·  Another step is reframing your understanding. Question the status quo to break the cycle of socialization. What are the norms of our society?