Abstract
Students of the socialization process have long recognized the central position of the family in the learning environment of the developing child. Cross-cultural studies, for example, have underlined the effect of variations in family structure on the experiences of children (cf. LeVine, 1970; Whiting & Whiting, 1975). Thus the extended family, the nuclear family, and the mother-child household are conceived as creating significantly different contexts for learning. Similarly, the agents of socialization available in the family unit constitute an important variable in socialization. These agents, or family members, who interact daily with the child may, of course, vary from one family to another along many dimensions (e.g., number, sex, age, personal characteristics).
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Bacon, M.K., Ashmore, R. (1982). The Role of Categorization in the Socialization Process. In: Laosa, L.M., Sigel, I.E. (eds) Families as Learning Environments for Children. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-4172-7_10
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DOI: https://doi.org/10.1007/978-1-4684-4172-7_10
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