Enculturation/Socialization:

STATUSES
AND ROLES
Objectives:
• Define and explain the different concepts
regarding statuses and roles as part of
the social structure,
• Identify statuses and roles played by
oneself and others in the community, and
• Evaluate the impact of the various
statuses and roles of people for the
attainment of society's goals
 You have a friend named Paulene, a 30-year-old
Filipino-Indian female from New Delhi. She grew up in
slum areas. Paulene knew at an early age that she
wanted to be a lawyer. She graduated from college
with flying colors and was eventually accepted as a
scholar at a prestigious law school. Now, at the age of
30, she works as a lawyer in a private company in the
United Kingdom. It was there that she met her better
half with whom she has four children.

• Can you name Paulene’s roles and statuses?

• What typical roles and statuses do people play in
society?
Status
describes the position an individual occupies in a
particular setting, in a group, or in society
defines and clarifies the rights and obligations
expected from a person
Our society is guided by a network of similar
statuses and roles that govern human interactions
that we call social structure.

Example: a farm boy, a teacher, a human rights

defender
It also refers to the manner in which society is
arranged into predictable interactions.
 Classifications of Statuses
1. Ascribed Status
• a position a person holds in a social system
that one attains involuntarily or by birth
• inherited and not based on the person’s
abilities, accomplishments, or efforts
• can be rigid and unchanging since it is given to
a person when he is born and is often
involuntary
Example: a Filipino national, a male or a female, a
king or a queen, a son of a vendor, a firstborn
 Classifications of Statuses
2. Achieved Status
• a position one holds in a social system that one
attains based on merit or effort
• acquired due to unique skills, knowledge, or
abilities, and are based on standards that can
be controlled
• a position that has been earned or chosen and
is mostly dictated by abilities, skills, and life
choices
Example: a student, an employee, a doctor, an
artist
 Classifications of Statuses
3. Master Status
• the greatest role in a person’s life that
determines social identity and general position
in society
• can be based on any status, such as gender,
ethnicity, economic status, religious or spiritual
tradition, employment status, or family
responsibility such as a parent or grandparent
• may come with a sense of prestige for
some−the consensus from the community
around them that a status is to be desired

Example: a CEO, an activist, a Pope

The chart shows the differences among
the three statuses.
Types of Status Description Example

A girl who grew up on

Ascribed Attained by birth
a farm

A poor boy who

Attained based on
Achieved became a well-known
merit and effort
agriculturist

Can be achieved or A well-known

Master
ascribed environmentalist
Roles
expectations that are set for a person given
the status he or she occupies
pertains to the norms, behaviors, values,
and personal characteristics that are
attached to the status of the person

Examples:
• Status: student
• Roles: attending classes, studying lessons,
communicating with the teacher
 The chart below shows the different
statuses and their corresponding roles:
Role Exit and Role Conflict

• Role exit pertains to the course

of disengaging a person from his
or her role that is essential to his
or her self-identity.
 Role Exit and Role Conflict

• Role conflict arises when incompatible

expectations occur from two or more statuses
that a person is occupying.
• Performing the assigned role of one status
makes it challenging for the person to play the
assigned role of another status.
•Example: It is very
challenging for a woman to
be the best mother to her
children and the best
employee to her company all
at the same time.
 The Impact of Statuses and Roles in
Attaining Society’s Goals
• As members of society, people acquire statuses
and roles which are necessary for socializing
within their society. These statuses and roles are
important elements in the process of socialization
because they serve as agents for the fulfillment
of society’s goals.
• We are all encouraged to fulfill the roles of the
statuses we are occupying at present and in the
future stages of our lives for us to be better
members of the community.
 ACTIVITY:
List at least three (3) roles for
each status.
•male or female
•police officer
•business tycoon
CONFORMITY
AND
DEVIANCE:
SOCIAL
CONTROL
Objectives:
explain the inevitable existence of
conformity, deviance, and social control in
the social processes of our everyday lives,
discuss the significant part or role of
gossip, social ostracism, laws, and
punishments to social control,
analyze the societal goals and socially
acceptable means to survive,
and discuss the consequences of defying
and conforming to social order.
Conformity
• is linked to the obedience of a
person to the norms in order to
be acceptable in a particular
society, group, or social setting

• Example: The majority of the class members,

through a group consensus, agreed to accept
the proposal.
Deviance
• is the non-conformity or violation
of the standards of conduct,
expectations, or norms of a
particular group or society
Example: There are power
struggles among netizens who
disagree on the re-imposition of the
death penalty
Social control theory
• Social control theory is based
upon the idea that an
individual's underlying belief
system, values, morals,
commitments, and relationships
foster a proper environment.
Social order
• Social order is considered to
be the only solution to achieve
societal survival and social
control. Conformity is the only
way to achieve this.
Gossip
• refers to the idle talk or rumors
about the personal or private
matters of others

Social Ostracism
• refers to the exclusion of an
individual from being socially
accepted
Laws and Punishments
• Laws refer to the set of rules by
the government to regulate the
way in which society behaves.
• Punishments pertain to the pain,
penalty, or suffering that is
imposed on a person who violates
a law.
Social Processes and Relationships
The illustration below shows the social processes
and relationships of deviance, conformity, and social
control.
• Explore!
• Bert is invited to an event that requires a particular costume. Not well-informed
and not so serious about it, he arrives with no costume at all.
• Will Bert be criticized for not conforming to the required attire? Will he feel shy
throughout the event? How will Bert behave at the start of the event? Do you think
this deviant behavior will have a psychological effect on him?
• Try it!
• During recess or class break, try wearing your shirt differently−with its front
displayed at your back−and walk backwards as if it is your normal way of walking.
Expect students to stare at you, look confused, and talk about you.
• What do you think?
• Given the reality in this modern time, do you think that complete conformity to the
rules, laws, standards, and norms will result in social order and deviance will lead
to chaos? Why? Why not?
• Tip
• Note that deviant behavior is relative. A particular society may consider a certain
behavior deviant, but the same behavior may be acceptable in another society.
 CONFORMITY
AND DEVIANCE:
FORMS OF
DEVIANCE
Objectives
•describe deviance as
explained by the
Structural Strain Theory,
and
•identify the forms of
deviance.
 Deviance as Explained by the
Structural Strain Theory
• The forms of deviance are the responses or
adaptations by people in a society caused by
the imbalance or “strain” between the valued
goals in the society and the legitimate or
acceptable means to achieve such goals.
• This idea is taken from the Structural Strain
Theory conceptualized by sociologist Robert
K. Merton. Two variables taken into account in
this theory are valued goals and legitimate
means to achieve goals.
 Deviance as Explained by the
Structural Strain Theory
Valued Goals
• These are goals that are defined by society
as valuable, or simply, the goals that are
typically pursued in a society.
• Example: financial success
Legitimate Means to Achieve Goals
• These are the acceptable ways people can
do to achieve such valued goals in a society.
• Example: get a good education
 Types of Adaptation
These typologies are:
1. conformity–accepts goals and the
institutionalized, acceptable or legitimate means of
obtaining them,
2. ritualism–rejects goals and accepts or adheres to
institutionalized means of obtaining them,
3. retreatism–rejects both goals and means of
obtaining them,
4. rebellion–creates new goals and new means of
obtaining them, and
5. innovation–accepts goals and rejects
institutionalized means of obtaining them.
 Forms of Deviance
• Merton conceptualized four responses that are considered
deviant and caused by a strain or imbalance between valued
goals and legitimate means in a particular society.

Ritualism is exhibited when someone

rejects traditional cultural goals but still
adheres to the culturally approved methods
or rules for making progress towards the
same goals.
• Example: An employee still stays in his job even though he is
aware that it is a dead-end job. In ritualism, people
experience feelings of despair and anomie (social instability)
that result to modification or abandonment of the idealized
cultural goals, but still persist at a ritualized, unfulfilling line of
work.
 Forms of Deviance
• Retreatism is the response that
rejects or abandons both cultural
goals and the institutionalized or
legitimate means for attaining them.
• Example: Examples of people who
exhibit retreatism are drug addicts and
alcoholics. The ultimate form of
retreatism is suicide.
 Forms of Deviance
• Innovation entails the acceptance of the
valued goal but the rejection of legitimate
or institutionalized means to achieve
them (resorting to criminal or delinquent
acts).
• Example: An example of this is when a
person wants a nice car but does not have
enough money, so he steals money from the
bank. Some people may resort to stealing or
dealing drugs to achieve cultural goals.
 Forms of Deviance
• Rebellion not only rejects the valued goals
and the legitimate means of the established
society but also actively attempts to substitute
new goals and means. This can be applied to
political deviants who attempt to modify the
existing structure of society.
• Example: Examples for this are neo-Nazis and
other hate groups. The rebels will publicly
acknowledge their intention to change the norms
and the social structure.
 Forms of Deviance
• The table below summarizes Merton’s typology of individual
adaptations.

Legend:
• "+" signifies acceptance
• "–" signifies rejection
• "+ and -" signifies rejection of prevailing goal or means and substitution of new goal
or means
 • Explore!
• In the particular society that you live in,
you can observe different people and
groups that exhibit any of the five types
of adaptations or responses. Notice their
way of expressing their beliefs toward
specific ideals, values, norms, or cultural
goals and categorize them according to
their action or statement.
 • What do you think?
• In today’s time, different ideologies,
religions, cultures, and traditions have
already emerged and are recognized,
resulting in a diverse society. Different
needs and expectations are expressed
by groups and individuals according to
their social status. Given this situation,
do you think that the presence of these
five adaptations is inevitable in a given
society? Why or why not?
 •Tip
• A person can exhibit different types of
adaptations depending on the situation.
He or she might be a conformist in
school, following all the rules, while also
being an innovator when it comes to his
or her interests. A person’s response and
adaptation is not always linear. It clearly
depends on how the person weighs the
situation according to his or her needs.
 • .

•Keypoints
• Conformity is the obedience to the norms that make a person
acceptable to a particular society, group, or social setting.
• Deviance is the non-conformity or violation of the standards of
conduct, expectations, or norms of a group or society.
• Robert K. Merton developed the Structural Strain Theory to
explore how people respond to cultural values and how they are
supposed to achieve them.
• There are five typologies of how people adapt to the value
system of their respective society and these are conformity,
ritualism, retreatism, rebellion, and innovation.
• The four forms of deviance are ritualism, retreatism, rebellion,
and innovation.
• A person’s response or adaptation is not always linear. It clearly
depends on how the person weighs the situation according to his
or her needs.
 Human
Dignity and
Rights
Objectives:
At the end of this lesson, you should be
able to:
• define and explain human dignity and
rights as part of everyone's freedom,
• discuss inclusive citizenship as it
advocates policies promoting human
rights, and
• help improve the protection of human
dignity and rights.
It was on the 10th of December 1948 in Paris when
the Universal Declaration of Human Rights (UDHR)
was proclaimed to have a common standard of
achievement for all peoples and all nations.
According to its Article 1: “All human beings are
born free and equal in dignity and rights. They are
endowed with reason and conscience and should
act towards one another in a spirit of
brotherhood.”

• Given these, why do you think some people are still

repressed from these privileges based on their race,
citizenship, or color?
Human Dignity and Rights
• As stated, “All human beings are born free and equal in
dignity and rights.” No color of skin, physical disability,
sexual orientation, or religious belief can stop anybody
from protecting his or her dignity and enjoying his or her
rights as a person. Human dignity and rights go
together and are essential to the attainment of common
interest.
• Human Dignity
There are two ways to understand human dignity.
• The religious aspect believes that humans have a unique place in
the world and that human life is sacred.
• In moral, ethical, legal, and political discussions, human dignity
is used to express the idea that a being has an innate right to be
valued, respected, and to receive ethical treatment.
 Human dignity

• an individual or group's sense of self-respect and worth,

physical and psychological integrity, and empowerment
• affirms that every person is worthy of respect; that our value
as people should never be debated
• means having a quality life and not experiencing oppression
or manipulation
• is uplifted when people are granted with their rights

It is, therefore, true to say that any right safeguarded by the

International Human Rights Law is substantiated by the dignity
of the human person.
 Human Rights
• are rights inherent to all people,
regardless of nationality, place of
residence, sex, national or ethnic origin,
color, religion, language, or any other
status
• are the freedom and privileges that belong
to every person in the world
• guarantees that all people shall be
ensured to enjoy life, liberty, and security
 Characteristics of Human Rights
Human rights are universal and
inalienable, indivisible, interdependent, and
interrelated.
• Universality and Inalienability
All human beings are born free and equal in
dignity and rights.
• Indivisibility
Whether they relate to cultural, civil,
economic, political, or social issues, human
rights are inherent to the dignity of every
human person.
Characteristics of Human Rights
Interdependence and Interrelatedness
The fulfillment of one right often
depends on, wholly or in part, the
fulfillment of others.

• Both human dignity and rights should not be

taken away, but sadly, they are denied to
some people as manifested by poverty,
illiteracy, crime, and discrimination in society.
 Inclusive Citizenship
is a governing policy that promotes human
dignity and human rights.

• It focuses on legal equality for each citizen directed at

giving all citizens a strong feeling that they are part of the
overall society.
• Its policies include laws that provide non-segregated
access to all citizens, regardless of their race, gender,
religious affiliation, and socioeconomic status.
• While a government cannot guarantee equality in all
private organizations, inclusive citizenship focuses on the
legal rights of all individuals in cases where the
government determines their rights of inclusion.
 Inclusive Citizenship
• It establishes a governing foundation where it gives
its citizens a sense of security so that they will feel
that their government hears and respects their ideas.
• In return, people will be more inclined to voice out
their grievances through proper channels, such as
petitioning a representative to investigate their
situation.
• Moreover, this right can motivate the citizens to
participate in government activities, raising voter
turnout, civic participation, and serving in the military.
Inclusive Citizenship
• Under inclusive citizenship, there are rights
that the government provides for its
citizens. Examples of these are the equal
right to vote, equal right to serve in the
military, same right to marry, similar tax
responsibilities, and equal right to represent
others in the government.
• Citizens also have access to public funds,
public organizations, and equal rights and
acceptance by national figures.
 Protection of Human Dignity and Rights
• Laws and declaration support the protection of
human rights and the dignity of people.
The International Human Rights
Lawconstitutes the basis of fundamental rights.
With this law, dignity is also protected. It must
be respected, even where a right is restricted.
Conventions such as the 1997 European Union
Convention for the Protection of Human
Rights and Dignity of the Human Being are
also held to promote rights and dignity through
different fields.
 Explore!
In our everyday lives, we can observe
different people pursuing their rights as
humans and as citizens of the country. Not
only government agencies, but also
institutions and organizations promote human
rights through billboards, posters, television
ads, and even in outreach programs. Notice
these channels in your everyday journey and
you can observe how people practice and
advocate their rights.
 Guide questions:
• Since people have different race,
citizenship, beliefs, and values, do you
think an individual or group practicing
human rights and dignity would
deprive another person or group of
their rights and dignity?
• If yes, how can we ensure complete
observation of human rights and
dignity?
Keypoints
• Human dignity in a religious sense believes that humans
have a special place in the world and that human life is
sacred. In a moral, ethical, legal, and political sense, it is
used to express the idea that a being has an innate right to
be valued, respected, and to receive ethical treatment.
• Human rights are rights inherent to all people, regardless
of nationality, place of residence, sex, national or ethnic
origin, color, religion, language, or any other status. They
are universal, inalienable, indivisible, interdependent, and
interrelated.
• Inclusive citizenship is a governing policy that focuses on
legal equality for each citizen.
• Human rights and dignity are protected and promoted
through laws, declarations, and conventions.
 The
Common
Good
Objectives:
At the end of this lesson, you should be
able to:
• define and explain human rights, dignity,
and the common good,
• discuss the role played by human rights
to the attainment of the common good,
and
• help encourage the protection of human
dignity, rights, and the common good.
 In making a personal
decision or a choice, do
you think about how
such decision would
benefit others? Why or
why not?
 The Common Good
The common good refers to:
• what is shared and advantageous
for all or most members of a given
society, and
• what is achieved by citizenship, be
it collective action or active
participation.
• When dignity and rights are granted to people,
the common good is achieved. It happens when
society benefits as a whole. The common good
is reached when the majority, a high number of
individuals, or society as a whole benefits from
a situation or event.
• The recognition of people's dignity and rights is
the foundation of "freedom, peace, and justice
in the world," as stated in the Universal
Declaration of Human Rights in 1948. The
common good sustains order and happiness in
the community. It is not hard to achieve.
 Protection of Human Dignity,
Rights, and the Common Good
Human dignity, rights, and the
common good are not new concepts;
neither are the issues about their
existence in society.
•Can they be granted?
•Can they be achieved?
 Since ancient times, literature figures
have given criticisms on issues of the
existence and absence of human rights,
dignity, and the common good. Among
the list are the works of Aristotle,
Rousseau, and Machiavelli. In modern
times, not much has changed. The same
old questions and problems are asked,
but the modern world continues to work
towards addressing such concerns.
• International organizations and different
countries pledged to the United Nations to
uphold human rights and dignity. If proven to
disobey laws and rules, one has to be punished
in accordance with the law.
• Ideally, the common good is protected when all
people enjoy their rights and preserve their
dignity. For an individual, this means having
freedom as a consumer, owner, and citizen that
also includes right to rest and leisure, equal
access to public works and services, freedom
of association, religion, or speech and
employment.
Explore!
Do you believe that
laws and public works
were built to function
for the common good?
Why or why not?
Try it! ½ cw
Enumerate three
(3) situations or
events you witnessed
where the common
good was upheld.