**3.6 Anticipatory socialization**

According to Robert King Merton Anticipatory, socialization prepares a person for future duties and positions [25]. The individual has time to learn the behaviors they take the new position, rights, and duties associated with it, just as they do before executing a role. Language was integrated into social theory to investigate this type of socialization from the perspective of role statuses [26]. Merton claims

*Socialization Experiences among Undergraduate Students in Higher Learning Institutions (HLI) DOI: http://dx.doi.org/10.5772/intechopen.99007*

that social conformism to the ideals of a reference group, distinct from the group to which one belongs, determines anticipatory socialization. As a result, Merton believes that the debate on socialization between the concepts of passivity and activism is founded on a false problem, and to demonstrate this, the American sociologist has devised an anticipatory socialization paradigm [27]. The group of belonging represents meetings of individuals who fulfill the following three conditions: First, the individuals involved are in constant interaction. Second, they define themselves as group members. Third, those do not participate in the interaction to define it as a member of the group and the reference group, which is the points compared with that reference a sufficiently large proportion of individuals who belong to a social class, to establish the state that characterizes that social category [5].

#### **3.7 Formal and informal socialization**

Formal socialization is fully overlapping with education. But the distinction between formal and informal is not just at school. Therefore, formal socialization can be made by all institutions, organizations, bodies, groupings officially recognized prescribing precise objectives, rules, duties, privileges, and obligations [1], whereas the informal socialization is the process of assimilation of attitudes, values, behavior patterns acquired in the personal life [28]. Informal socialization agents are family, friends, colleagues, etc. According to [1], informal socialization can be performed even by professional force outside the classroom. Therefore, they need support activities outside the curriculum or, rather, educational activities carried out under informal curriculum.

### **3.8 Gender socialization**

Gender socialization is the process that encourages or discourages certain behaviors and attitudes of a particular kind, which communicate what is right for the moment gender norms, which teaches a language that culture is communicated and transmitted permanently [16]. Gender socialization defines socialization treating culture as an essential part dichotomy of female-male by which an individual learns behaviors-specific values considered masculine or feminine specific [25]. Gender socialization occurs both at the direct or explicit and indirect or default. Through complex processes of socialization individuals acquire or learn and internalize their gender identity [16]. Trajectories of socialization, traditional and new ones, contribute to the preservation and transmission of gender stereotypes [29].

Most gender theories show that the best age for gender identity formation is between the ages of 2 and 6, when children's assimilative capability is at its peak. Children are socialized into gender roles through a range of activities, opportunities, encouragement, discouragement, events, ideas, and various sorts of guidance. As children grow and develop, gender preconceptions that they encounter at home are reinforced by other aspects of their environment, and consequently persist throughout childhood and adolescence [30]. There are inborn factors that lead boys and girls to choose a toy, factors related to biological differences between the sexes.

#### **3.9 Professional socialization**

Professional socialization, which refers to the knowledge and understanding of the nature of interpersonal relationships, as well as the creation and strengthening of personal relationships with team members, colleagues, bosses, and subordinates, can be considered a component of the professional integration process [31]. Professional socialization is not only the process of acquiring skills, behavior, and

knowledge specific to that profession but also desiring to belong to the reference group, effort involving the acquisition of norms and values, and behavioral patterns referential of group members. Thus, desire for belongingness to the reference group is considered as the first step toward professional socialization [1].
