The Socialization Influence of Television on Black Children

Abstract

The family, schools, and churches have long been recognized as major agents of socialization. Increasingly, television is being added to the list of institutions assuming key roles in the socialization process-the process by which one learns information, cognitive processes, values, attitudes, social roles, self-concepts, and behaviors that are generally accepted within American society (Berger and Luckmann, 1967; Dorr, 1982). Berry (1980) maintains that many youngsters use televised information, messages, and portrayals as a way of reinforcing and validating their beliefs and, in the process, grant television a role comparable to the traditional socializing agents. Similarly, Comstock et al. (1978) describe television as a source of vicarious socialization that competes with other socializing agents in providing role models and information that affect children's attitudes, beliefs, and behavior. A great deal of the concern expressed by parents, educators, and others about the possible influence of television on children is linked to the notion expressed above that television performs some socialization functions. Cognizant of the fact that television programs and characters may exert an influence on children's behavior, attitudes, values, and beliefs, Black parents and professionals became particularly concerned that television might (1) influence Black children's attitudes toward