Socialization in Diverse Contexts — Mastery

Q1. Even an 'ordinary child' begins to feel worthwhile when people around her give her appreciation and rewards. As per the unit, this shows that self-concept is

• A. fixed at birth by genetic make-up and unchangeable by social experiences.
• B. an image of self that is built up with the help of significant others through appreciation and rewards.
• C. purely a product of formal classroom assessment scores.
• D. an outcome that develops only after the age of 18.

Q2. The second feature of socialization — 'controls behaviour' — means that, from birth till death

• A. schools formally examine the individual every year.
• B. individuals automatically lose their personal identity to society.
• C. the individual conforms to society's norms so that social order is maintained.
• D. society stops interfering once the individual turns 18.

Q3. A Class 6 girl in rural Bihar learns to speak Maithili, recite Chhath geet and serve elder relatives — all at home. This learning is best described as

• A. formal socialization, because it follows fixed rules.
• B. non-formal socialization, because it happens through agencies like home and family.
• C. anticipatory socialization, because it prepares her for marriage.
• D. resocialization, because she will unlearn it in school.

Q4. Why does a Class 7 child gradually learn to control her impulses — for example, to wait for her turn to speak in class?

• A. Because impulse control is a biological reflex that appears at age 12.
• B. Because she fears punishment from the police.
• C. To gain social approval, which is the driver of basic discipline.
• D. Because impulse control is taught only by formal examinations.

Q5. The difference between primary and secondary socialization is BEST stated as

• A. primary is acceptance into a smaller group within the larger group, secondary is the very first socialization at home.
• B. primary trains children to be satisfactory members of society through the family, whereas secondary socialization is the acceptance of a smaller group, such as a profession, within the larger group of society.
• C. primary and secondary are two names for the same process.
• D. primary occurs only after secondary socialization is complete.

Q6. Resocialization 'takes place throughout our lifecycle.' Which of the following pairs of life-events BEST illustrates this claim?

• A. A toddler learning to clap with the family; the same toddler learning to walk.
• B. A teacher shifting from a village school to a city school; the same teacher later moving to a foreign country and learning a new culture and language.
• C. A B.Ed. trainee learning lesson planning; the same trainee being later appointed as a teacher.
• D. A Class 7 student joining the school choir; the same student watching cartoons at home.

Q7. A young man trained in Texas-style greetings — 'remove the hat, extend the hand, look the person in the eye' — gets a job in Japan and is told he must drop these habits. This is best described as

• A. anticipatory socialization, because he will join Japan in the future.
• B. primary socialization, because his parents taught him to shake hands.
• C. resocialization, because he must reject the Texan habits and accept Japanese greeting norms to fit the new culture.
• D. developmental socialization, because he is older than at his last move.

Q8. Since India is a multicultural society, children need to develop

• A. only the customs of their own caste or religion.
• B. the skills needed to be a successful member of a multicultural society.
• C. the same set of greetings, food and dress for every region.
• D. no awareness of other subcultures because they will only mix with their own community.

Q9. A common claim is: 'Children of affluent families are completely free from any developmental risk.' The best critique of this claim is that

• A. the claim is correct because money solves every developmental problem.
• B. while children from affluent families face lesser risks of malnutrition, abuse or sociopathic tendencies than low-income children, the unit does not say they are completely risk-free; affluence only reduces, not eliminates, risk.
• C. the claim is correct because affluent parents are always authoritative.
• D. the claim is wrong because affluent children never go to school.

Q10. The situation of children of migrant workers. According to the unit, these children

• A. face discrimination on the basis of caste, class, religion, race and colour, both in their place of work and within their own community on returning, leading to fear, anxiety, shame and low self-esteem.
• B. are guaranteed free hostel accommodation and laptops by every State.
• C. automatically integrate without any psychological difficulty.
• D. are exempt from the country's labour and education laws.

Q11. In cities, even though girls today have nearly equal access to education and career, they still experience

• A. complete freedom from any form of social discrimination.
• B. harassment in public transport, work places and educational institutions, and a fear of getting raped or molested that families try to control through restrictions.
• C. automatic exemption from household chores.
• D. preference over boys in every school admission.

Q12. An upper-primary teacher in rural Bihar notices that several Class 8 girls have stopped attending school after they turned 13. The best explanation is that, in rural feudal areas, girls

• A. are kept at home because the local school is closed for renovation.
• B. always prefer farm work to study.
• C. are pressured into early marriage and live with the fear of harassment by upper-caste men, leading parents to restrict movement and stop schooling.
• D. are sent abroad for higher education by the panchayat.

Q13. A Class 7 teacher in Rampur runs a 'Thank You Friday' activity where each student writes a thank-you note to a classmate. This practice best helps the teacher to

• A. punish students who do not bring stationery.
• B. develop socio-emotional skills such as gratitude, empathy and compassion in children.
• C. select the topper of the class for prize distribution.
• D. complete the prescribed syllabus faster than other sections.

Q14. An upper-primary teacher in a class of 35 students has children from Santhal tribal families, Muslim families and Hindu families. 'Culturally relevant pedagogy' would expect her to

• A. teach every group with the same lecture, same examples and same evaluation.
• B. modify her teaching strategies to suit the cultural diversity of the classroom — drawing examples from each community, using reciprocal teaching and cooperative learning, and respecting different non-verbal cues.
• C. remove all references to local culture and use only English Romantic poetry.
• D. segregate students of each religion into separate sections.

Q15. Two upper-primary teachers debate how a school can best act as an 'agent of socio-cultural change' on gender. Teacher P: 'We should keep the traditional masculine and feminine roles intact because society has always functioned this way; girls help the home and boys lead outside.' Teacher Q: 'We should consciously dent into the tailor-made masculine and feminine roles by treating both genders equally in classroom tasks, leadership and feedback, because gender equality is the need of the hour.' Which of the two is best, and why?

• A. Teacher P is correct, because the unit asks teachers to preserve traditional roles.
• B. Teacher Q is correct,, because 'gender equality is the need of the hour' and asks teachers to make a dent into the tailor-made masculine and feminine roles by being sensitised to differentiate performance expectations, communication and evaluative feedback.
• C. Both are equally correct because the unit takes no position on gender.
• D. Neither is correct because the unit is silent on gender.

Q16. A new-born is only a biological organism and socialization 'converts' her into a social being. The BEST inference from this claim is that

• A. the capacity to become social is not given fully at birth but is acquired through interaction with the social group.
• B. a child is born already knowing her society's beliefs and values.
• C. biological growth alone is enough to make a child a member of society.
• D. social being status is reached automatically once the body matures physically.

Q17. A Class 9 student starts copying the speech, dress and study habits of senior medical students because she hopes to join that group later. This pattern is linked to adolescence because, in that stage

• A. primary socialization is just beginning for the first time.
• B. self-concept fades and personal identity becomes unimportant.
• C. self-concept and personal identity assume more importance and the period is one of widespread anticipatory socialization.
• D. resocialization is impossible until adulthood.

Q18. On the individual view, through socialization the individual learns to act according to the expectations of society. A teacher applying this view would best interpret a child's 'misbehaviour' as

• A. proof that the child is biologically defective and beyond change.
• B. a sign that the child has not yet internalized the social expectations the group holds, which socialization can still shape.
• C. evidence that social expectations have no influence on behaviour.
• D. a fixed personality trait inherited from the parents.

Q19. A trainee lists the features of socialization as: (i) instils basic discipline, (ii) controls behaviour, (iii) needs unanimity among agencies, (iv) is formal and non-formal, (v) guarantees academic success. Which item is WRONGLY included?

• A. (i) instils basic discipline
• B. (ii) controls behaviour
• C. (iv) is formal and non-formal
• D. (v) guarantees academic success

Q20. A shy Class 6 student is asked by his teacher to read out the 'thought of the day' on the assembly stage every week so that he gradually overcomes his hesitation. This is developmental socialization because it

• A. prepares him for a profession he will join in adulthood.
• B. builds on his existing social learning and focuses on the skills appropriate to his current stage of development.
• C. forces him to reject all his earlier behaviour patterns and adopt a new culture.
• D. is the very first socialization given to him by his family.

Q21. Through cultural socialization children do not merely obey customs but 'internalize' them. The clearest evidence that a norm has been internalized rather than merely obeyed is when a child

• A. follows the custom voluntarily, treats it as her own value, and feels it is the right way to behave even when unsupervised.
• B. follows the custom only while an adult is watching and stops once alone.
• C. memorises the rule for a written examination but never practises it.
• D. follows the custom only to avoid physical punishment.

Q22. Different subcultures may regard different behaviours as appropriate. A teacher reads a tribal child's avoidance of direct eye contact with elders as 'rudeness' and punishes him. The best critique is that the teacher

• A. is correct, because all cultures treat eye contact as a sign of respect.
• B. is wrong, because what counts as appropriate behaviour varies across subcultures and the child's avoidance of eye contact may itself be a culturally taught mark of respect.
• C. is correct, because subcultural differences should never enter the classroom.
• D. is wrong, because eye contact has no cultural meaning at all.

Q23. Three Class 7 children greet a visitor differently: Harpreet says 'Sat Shri Akal', Ayaan says 'Aadaab / As-salamu alaykum', and Meena joins her hands and says 'Namaste'. These differences best illustrate that

• A. greetings are decided by the children's intelligence, not their families.
• B. greetings are biologically inherited and cannot be changed.
• C. only one of the three greetings is socially correct.
• D. modes of greeting are learned through cultural socialization within the family and vary across India's subcultures.

Q24. In a single-parent household, a Class 8 boy is often made to comfort his stressed mother and take on adult emotional duties. This risk is called 'parentification'. The best description of its effect on the child is that he

• A. gains lifelong immunity from any emotional stress.
• B. is burdened with emotional responsibilities beyond his age, which can strain his own development.
• C. is guaranteed to become an authoritative parent later.
• D. loses all contact with the absent parent permanently by law.

Q25. Consider cohabitation households (unmarried partners living together). Why may children in such households face greater difficulty in growing up compared with a stable traditional family?

• A. Because cohabitation always guarantees higher income and comfort.
• B. Because the law forbids cohabiting partners from sending children to school.
• C. Because such households are often marked by greater instability and financial problems, which can disturb the child's growing-up experience.
• D. Because children in such homes are biologically weaker.

Q26. Two children are studied. Rahul's parents shower him with toys and never set any limits; Sana's parents neither respond to her needs nor set any rules, leaving her largely on her own. The best classification is

• A. both are permissive parenting.
• B. Rahul's parents are permissive (over-indulgent) and Sana's are neglectful (unresponsive); permissive children tend to be impulsive, neglectful ones fearful and anxious.
• C. both are authoritarian parenting.
• D. Rahul's parents are neglectful and Sana's are authoritative.

Q27. A counsellor meets two children: child X, raised in an orphanage, cannot trust adults and struggles to form attachments; child Y, from a war zone, is stressed, introverted and has nightmares. The best match of cause to outcome is

• A. X shows orphanage-linked attachment disorder and inability to trust; Y shows war-zone-linked stress, introversion and nightmares.
• B. X shows war-zone trauma; Y shows attachment disorder.
• C. both outcomes are caused only by poverty.
• D. neither outcome is linked to the child's growing-up context.

Q28. A teacher claims, 'I never discriminate, so caste, class and gender bias cannot exist in my classroom.' The best critique is that

• A. the teacher is fully right; bias ends the moment one decides not to discriminate.
• B. biases of caste, class and gender are rooted in the conscious and unconscious minds, so even a well-meaning teacher must actively examine her own attitudes rather than assume she is bias-free.
• C. bias is purely genetic and teachers can do nothing about it.
• D. the unit says only students, never teachers, can hold such biases.

Q29. While teaching about water, an upper-primary teacher in rural Bihar links the village pond and local rainfall patterns to global issues of climate change and water scarcity. This best shows the teacher

• A. abandoning local knowledge in favour of foreign content.
• B. discouraging students from valuing their own community.
• C. violating the syllabus by introducing outside ideas.
• D. acting as an agent of socio-cultural change by linking the local world of the child with the global world.

Q30. Under 'Updating pedagogy', a teacher describes two strategies: in Strategy 1 students take turns leading the class discussion in their own words; in Strategy 2 students work in groups where collaboration is required but each member is individually responsible for the learning. The correct labels are

• A. Strategy 1 is cooperative learning; Strategy 2 is reciprocal teaching.
• B. Strategy 1 is reciprocal teaching; Strategy 2 is cooperative learning.
• C. both are reciprocal teaching.
• D. both are cooperative learning.