The organization of the socialization process is basically the same for
all children in this country. Children spend the first five years fairly well
isolated within a nuclear family in which parents (and usually siblings)
are the central figures. Only later do they expand their social experiences
at school and within the larger community. In school, they pass in age-
graded groups through a series of classrooms, teachers and peers being the
most significant sources of influence. During this period, family influences
become progressively less immediately effective. At varying ages, young
persons leave school and, usually, assume positions in the larger society as
workers, marriage partners, and parents.

Although this basic pattern is the same throughout the society, the
emphasis here has been on the variations in the kinds of experiences dif-
ferent children have with the several kinds of socialization agents--parents,
teachers, peers. The young person plays an active role in this process; he
can choose to some extent which of these others he will associate with.
Earlier socialization has its most significant effects on the responses of the

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